Multilingual learners, linguistic pluralism and implications for education and research

In this chapter, the authors address issues concerning multilingual pupils in linguistically diverse classrooms. Taking Britain as an example, they begin with a very brief history lesson which demonstrates that this country has long been, and continues to be, a multilingual society. The authors share concerns over the terminology used to denote multilingual pupils in the UK and turn their attention to whether and to what extent a multilingual pedagogy does/could have benefits to pupils. They discuss the theoretical background which justifies the need for this research, and present relevant past research that has attempted to examine the impact of multilingual approaches. The authors conclude by arguing that while what has been done is of significant value in our efforts to understand and articulate best practice for multilingual pupils, they need more and more experimental, research to establish causal links between practice and outcomes in linguistically diverse classrooms

Setting research priorities for English as an additional language: what do research users want from EAL research?

We report a priority setting partnership (PSP), which sought to establish the priorities for new research among research users (educators, parents, and learners) in the field of English as an Additional Language (EAL). A steering committee consisting of members of these research user groups was established to oversee the project. An online ‘uncertainty questionnaire’ was distributed to research users inviting them to identify areas of their practice about which they are uncertain. These ‘raw’ uncertainties were consolidated and converted into a list of research questions, which was then distributed to the same groups to rank in order of priority. The 25 highest ranked questions were then discussed and debated in a workshop, consisting of research user representatives, to collectively and democratically produce a final Top 10 list of questions. The Top 10 shows what EAL research users regard as priorities, which we hope will inform research agendas and funding decisions

Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language

Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond

Cross linguistic influence in adult L2/L3 learners: The case of French on English Morphosyntax

Abstract—The potential ways in which learning a second or third language can influence other languages in the mind of the (emergent) bilingual is an increasingly important issue given the international importance of foreign language learning.  This study explored whether learning French as a foreign language influences knowledge of English morphosyntax in learners of L2 French with L1 English (n=21) and learners of L3 French with L2 English (n=9).  Comparing these two groups allowed us to identify whether and to what extent backwards cross linguistic influence (CLI) are different depending on whether French is L2 or L3, and whether English is L1 or L2.  Accuracy on tense-aspects of English morphosyntax was measured through two tasks (Grammaticality Judgement and Proofreading). Results indicated no inhibitive influence from L2 French to L1 English, with potential enhancement of explicit knowledge when compared to a control group of English-speaking participants with no French. In contrast, influence leading to inaccuracy was observed from L3 French to L2 English in that the L3 French learners made more errors in past simple and present perfect in the GJT. Results are discussed in the context of better understanding the nature of developing grammatical systems, together with implications for future work

Exploring Patterns in Student Dialogue While Using a Digital Platform Designed to Support Online Inquiry

Online inquiry, or using the Internet to generate questions and then search for, analyse, and synthesise information about these questions, is an essential part of digital literacy. However, processes involved in online inquiry are substantially complex. Prior research suggests that digital platforms can scaffold online inquiry processes. Moreover, the value of scaffolding dialogue in collaborative activities has been shown to enhance critical thinking, an important part of online inquiry. This study investigates whether the use of digital platforms designed to scaffold online inquiry can support productive dialogue when used collaboratively. Data from four pairs of high school students was collected as they worked together using both the digital platform and multiple online sources outside the platform to complete an online inquiry task. Each pair’s interactions were analysed to investigate whether features of the digital platform prompted productive dialogue. In line with research suggesting the use of academic language influences content understanding, each pair’s use of certain academic terms related to the task and digital platform’s interface were also statistically examined. Results suggested that most productive dialogue occurred when using the digital platform. Additionally, two of the four academic terms investigated occurred more often in talk while interacting with the digital platform, compared to talk when on another website. A comparison of timelines associated with these terms offered examples of how initially they were said exclusively while on the tool, and then progressed towards independent use

‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career education researchers on learning analytics

Learning analytics has been increasingly outlined as a powerful tool for measuring, analysing, and predicting learning experiences and behaviours. The rising use of learning analytics means that many educational researchers now require new ranges of technical analytical skills to contribute to an increasingly data-heavy field. However, it has been argued that educational data scientists are a ‘scarce breed’ (Buckingham Shum et al., 2013) and that more resources are needed to support the next generation of early career researchers in the education field. At the same time, little is known about how early career education researchers feel towards learning analytics and whether it is important to their current and future research practices. Using a thematic analysis of a participatory learning analytics workshop discussions with 25 early career education researchers, we outline in this article their ambitions, challenges and anxieties towards learning analytics. In doing so, we have provided a roadmap for how the learning analytics field might evolve and practical implications for supporting early career researchers’ development

Decir el acontecimiento límite: dos ficciones sobre Malvinas

En este trabajo nos proponemos indagar las relaciones que se establecen entre discurso histórico y discurso ficcional en la representación de acontecimientos extremos del pasado reciente. Para ello, analizaremos –a partir, fundamentalmente, de los aportes de Paul Ricoeur y Dominick LaCapra– dos novelas que ficcionalizan la guerra de Malvinas y que fueron escritas en los ’80: A sus plantas rendido un león, de Osvaldo Soriano, y Arde aún sobre los años, de Fernando López. A partir del análisis se pretende reflexionar acerca de algunas de las diferentes posibilidades que tiene la literatura para representar un acontecimiento límite: el humor y la parodia, en el caso de A sus plantas rendido un león, y la configuración de una narrativa redentora, en el caso de Arde aún sobre los años.Mesa: Literatura argentina (I) Coordina: Lucila Rosario LasteroCentro de Estudios de Teoría y Crítica Literari

Effects of source, source credibility, and police on misinformation acceptance

There are multiple sources from which misinformation may be presented to an eyewitness following an event. Previous studies have shown that the perception of the individual conveying misinformation can impact the likelihood that another individual will accept that false information. We examine how perceptions of source (police officer, neighbor) as well as their perceived trustworthiness (high, low) may impact the acceptance of misinformation. 125 participants watched a video of a crime and then read a report written about the crime containing misinformation (control, contradictory, additive). Each participant then completed a survey measuring the amount of misinformation accepted or rejected. Our results showed that participants were most accurate when answering questions containing control misinformation as opposed to contradictory or additive misinformation

Coronavirus is no longer seen as high risk by many – and that’s undermining control measures

Good communication and factoring in human behaviours can prevent people from dismissing the risk of the coronavirus