Faculty of Education | Page 4 | Cambridge Language Sciences

Professor Jenny Gibson

Social impact and cognitive underpinnings of specific language impairments; pragmatic language impairments and autism; development of non-literal language comprehension and pragmatic language development

Theses / dissertations

2024 (No publication date)

Nowack, S., 2024 (No publication date). Towards a South African pedagogy of play for autistic learners: exploration, enjoyment, and empowerment
Doi: http://doi.org/10.17863/CAM.112733

Gréaux, M., 2024 (No publication date). Speech and Language Therapy workforce diversity: Three studies using an increasing Transformative Research framework
Doi: http://doi.org/10.17863/CAM.113747

Pritchard-Rowe, E., 2024 (No publication date). Towards neurodiversity-informed understandings and diagnostic assessments of autism and autistic play
Doi: http://doi.org/10.17863/CAM.108972

Goodacre, EJ., 2024 (No publication date). Building Connections Through Play: An Exploration of Social Play in Children's Early Relationships
Doi: http://doi.org/10.17863/CAM.105855

2023 (No publication date)

Crockford, S., 2023 (No publication date). The relationship between multilingualism and autism: a bidirectional approach to a complex issue
Doi: http://doi.org/10.17863/CAM.100558

Friedman, S., 2023 (No publication date). Nature, autism, and COVID: Exploring perceptions of nature’s relationship with wellbeing in diverse groups
Doi: http://doi.org/10.17863/CAM.93642

Trigo Clapes, A., 2023 (No publication date). Dialogic teaching for students with conditions within the autism spectrum

Trigo Clapes, A., 2023 (No publication date). Dialogic teaching for students with conditions within the autism spectrum
Doi: http://doi.org/10.17863/CAM.95512

2022 (No publication date)

Zhao, Y., 2022 (No publication date). Play more and play better: why play in early years is important for children's future language, mathematical and mental health development?
Doi: http://doi.org/10.17863/CAM.92491

Zhao, Y., 2022 (No publication date). Play more and play better: why play in early years is important for children's future language, mathematical and mental health development?

Janik Blaskova, L., 2022 (No publication date). Peer relationships and the wellbeing of children with Developmental Language Disorder

2020 (No publication date)

Kašćelan, D., 2020 (No publication date). Prevalence of Autistic-Like Traits in General Population Bilingual and Monolingual Samples and Their Effect on Cognition and Metaphor Processing/Interpretation

Sharma, C., 2020 (No publication date). The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population

2020

Howard, KB., 2020. When bilingualism meets autism: The perspectives and experiences of children, parents and educational practitioners

Journal articles

2024

Gréaux, M., Chadd, K., Gheewala, F., Pang, V., Katsos, N. and Gibson, JL., 2024. Amplifying the voices of underrepresented speech-language pathologists: A scoping review using the transformative research paradigm. Int J Speech Lang Pathol,
Doi: http://doi.org/10.1080/17549507.2024.2347251

Pritchard-Rowe, E., de Lemos, C., Howard, K. and Gibson, J., 2024. Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan. Autism,
Doi: http://doi.org/10.1177/13623613241257601

Pritchard-Rowe, E. and Gibson, J., 2024. Professionals’ perspectives on neurodiversity-affirmative autism diagnostic assessment Neurodiversity, v. 2
Doi: 10.1177/27546330241274674

Friedman, S., Gibson, J., Jones, C. and Hughes, C., 2024. ‘A new adventure’: a case study of autistic children at Forest School Journal of Adventure Education and Outdoor Learning, v. 24
Doi: 10.1080/14729679.2022.2115522

Pritchard-Rowe, E., de Lemos, C., Howard, K. and Gibson, J., 2024. Diversity in Autistic Play: Autistic Adults' Experiences. Autism Adulthood, v. 6
Doi: 10.1089/aut.2023.0008

Friedman, S., Noble, R., Archer, S., Gibson, J. and Hughes, C., 2024. "It Helps Make the Fuzzy Go Away": Autistic Adults' Perspectives on Nature's Relationship with Well-being Through the Life Course. Autism Adulthood, v. 6
Doi: 10.1089/aut.2023.0009

Thestrup, J., Sørensen, JL., Hybschmann, J., Topperzer, MK., Graber, K., O'Farrelly, C., Gibson, J., Ramchandani, P., Frandsen, TL. and Gjærde, LK., 2024. Establishing consensus on principles and competencies for the use of play in clinical practice in hospitals: An international Delphi study. Eur J Pediatr, v. 183
Doi: 10.1007/s00431-023-05411-4

Hobson, HM., Toseeb, U. and Gibson, JL., 2024. Developmental language disorder and neurodiversity: Surfacing contradictions, tensions and unanswered questions. Int J Lang Commun Disord, v. 59
Doi: 10.1111/1460-6984.13009

Janik Blaskova, L. and Gibson, JL., 2024. Exploring concepts of friendship formation in children with language disorder using a qualitative framework analysis. Int J Lang Commun Disord, v. 59
Doi: 10.1111/1460-6984.13021

Howard, KB., Gibson, JL. and Katsos, N., 2024. Exploring Different Stakeholder Perspectives on Bilingualism in Autism Languages, v. 9
Doi: 10.3390/languages9020066

Gréaux, M., Gibson, JL. and Katsos, N., 2024. `It's not just linguistically, there's much more going on': The experiences and practices of bilingual paediatric speech and language therapists in the UK. Int J Lang Commun Disord, v. 59
Doi: 10.1111/1460-6984.13027

Gréaux, M., Gibson, JL. and Katsos, N., 2024. `It's not just linguistically, there's much more going on’: The experiences and practices of bilingual paediatric speech and language therapists in the UK International Journal of Language & Communication Disorders, v. 59
Doi: 10.1111/1460-6984.13027

Kanders, K., Stupple-Harris, L., Smith, L. and Gibson, JL., 2024. Perspectives on the impact of generative AI on early-childhood development and education Infant and Child Development, v. 33
Doi: 10.1002/icd.2514

Gauvreau, CL., Schreyer, L., Gibson, PJ., Koo, A., Ungar, WJ., Regier, D., Chan, K., Hayeems, R., Gibson, J., Palmer, A., Peacock, S. and Denburg, AE., 2024. Development of a Value Assessment Framework for Pediatric Health Technologies Using Multicriteria Decision Analysis: Expanding the Value Lens for Funding Decision Making. Value Health, v. 27
Doi: http://doi.org/10.1016/j.jval.2024.03.012

2023

Zhao, YV. and Gibson, JL., 2023. Evidence for Protective Effects of Peer Play in the Early Years: Better Peer Play Ability at Age 3 Years Predicts Lower Risks of Externalising and Internalising Problems at Age 7 Years in a Longitudinal Cohort Analysis. Child Psychiatry Hum Dev, v. 54
Doi: 10.1007/s10578-022-01368-x

Forrest, CL., Lloyd-Esenkaya, V., Gibson, JL. and St Clair, MC., 2023. Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task. J Autism Dev Disord, v. 53
Doi: 10.1007/s10803-022-05698-6

Blaskova, LJ. and Gibson, JL., 2023. Children with language disorder as friends: Interviews with classroom peers to gather their perspectives Child Language Teaching and Therapy, v. 39
Doi: 10.1177/02656590221139231

C St Clair, M., Horsham, J., Lloyd-Esenkaya, V., Jackson, E., Gibson, J., Leitão, S. and Botting, N., 2023. The Engage with Developmental Language Disorder (E-DLD) project: Cohort profile. Int J Lang Commun Disord, v. 58
Doi: 10.1111/1460-6984.12835

Goodacre, EJ., Fink, E., Ramchandani, P. and Gibson, JL., 2023. Building connections through play: Influences on children's connected talk with peers. Br J Dev Psychol, v. 41
Doi: 10.1111/bjdp.12443

Francis, GA. and Gibson, JL., 2023. A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions. Br J Psychol, v. 114
Doi: 10.1111/bjop.12650

Centeio Jorge, C., Atzmueller, M., Heravi, BM., Gibson, JL., Rossetti, RJF. and Rebelo de Sá, C., 2023. “Want to come play with me?” Outlier subgroup discovery on spatio-temporal interactions Expert Systems, v. 40
Doi: 10.1111/exsy.12686

Friedman, S., Noble, R., Archer, S., Gibson, J. and Hughes, C., 2023. Respite and connection: Autistic adults' reflections upon nature and well-being during the Covid-19 pandemic. Autism, v. 27
Doi: 10.1177/13623613231166462

Zhao, YV. and Gibson, JL., 2023. Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6: A longitudinal analysis using video observations and survey data. Child Dev, v. 94
Doi: 10.1111/cdev.13971

Sher, DA. and Gibson, JL., 2023. Pioneering, prodigious and perspicacious: Grunya Efimovna Sukhareva's life and contribution to conceptualising autism and schizophrenia. Eur Child Adolesc Psychiatry, v. 32
Doi: 10.1007/s00787-021-01875-7

McAnuff, J., Gibson, JL., Webster, R., Kaur-Bola, K., Crombie, S., Grayston, A. and Pennington, L., 2023. School-based allied health interventions for children and young people affected by neurodisability: a systematic evidence map. Disabil Rehabil, v. 45
Doi: 10.1080/09638288.2022.2059113

2022 (Accepted for publication)

Sharma, C., Katsos, N. and Gibson, J., 2022 (Accepted for publication). Associations between bilingualism and Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour in a community sample of primary school children Applied Psycholinguistics,
Doi: http://doi.org/10.1017/S0142716422000108

2022

Sher, DA., Gibson, JL. and Sher, HE., 2022. 'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community. Autism, v. 26
Doi: http://doi.org/10.1177/13623613221075099

Schwarz, J., Li, KK., Sim, JH., Zhang, Y., Buchanan-Worster, E., Post, B., Gibson, JL. and McDougall, K., 2022. Semantic Cues Modulate Children's and Adults' Processing of Audio-Visual Face Mask Speech. Front Psychol, v. 13
Doi: http://doi.org/10.3389/fpsyg.2022.879156

Sher, DA., Gibson, JL. and Browne, WV., 2022. "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children. J Autism Dev Disord, v. 52
Doi: http://doi.org/10.1007/s10803-021-05314-z

Zhao, YV. and Gibson, JL., 2022. Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children. Autism Dev Lang Impair, v. 7
Doi: http://doi.org/10.1177/23969415211063822

Katsos, N. and Gibson, JL., 2022. Language competence and beyond Understanding the lived experience of bilingualism for autistic people Linguistic Approaches to Bilingualism, v. 12
Doi: http://doi.org/10.1075/lab.21070.kat

2021

Schwarz, J., Li, KK., Hong Sim, J., Zhang, Y., Buchanan-Worster, E., Post, B., Gibson, J. and McDougall, K., 2021. Speech Perception through Face Masks by Children and Adults
Doi: 10.33774/coe-2021-l88qk

Howard, KB., Katsos, N. and Gibson, JL., 2021. Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings British Educational Research Journal, v. 47
Doi: 10.1002/berj.3662

Gibson, JL., Newbury, DF., Durkin, K., Pickles, A., Conti-Ramsden, G. and Toseeb, U., 2021. Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development Oxford Review of Education, v. 47
Doi: http://doi.org/10.1080/03054985.2020.1824902

Rao, Z., Fink, E. and Gibson, J., 2021. Dyadic association between aggressive pretend play and children's anger expression. Br J Dev Psychol, v. 39
Doi: http://doi.org/10.1111/bjdp.12352

Forrest, CL., Gibson, JL. and St Clair, MC., 2021. Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents. Int J Environ Res Public Health, v. 18
Doi: http://doi.org/10.3390/ijerph18031221

Gibson, JL., Pritchard, E. and de Lemos, C., 2021. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review. Autism Dev Lang Impair, v. 6
Doi: http://doi.org/10.1177/23969415211015840

Rao, Z. and Gibson, JL., 2021. You Pretend, I Laugh: Associations Between Dyadic Pretend Play and Children's Display of Positive Emotions. Front Psychol, v. 12
Doi: http://doi.org/10.3389/fpsyg.2021.669767

Janik Blaskova, L. and Gibson, JL., 2021. Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children's own perspectives. Autism Dev Lang Impair, v. 6
Doi: http://doi.org/10.1177/23969415211021515

Gjærde, LK., Hybschmann, J., Dybdal, D., Topperzer, MK., Schrøder, MA., Gibson, JL., Ramchandani, P., Ginsberg, EI., Ottesen, B., Frandsen, TL. and Sørensen, JL., 2021. Play interventions for paediatric patients in hospital: a scoping review. BMJ Open, v. 11
Doi: http://doi.org/10.1136/bmjopen-2021-051957

Francis, G. and Gibson, JL., 2021. A Plausible role of Imagination in Pretense, Executive Functions, and Counterfactual Reasoning
Doi: 10.31234/osf.io/skxb8

Howard, K., Gibson, J. and Katsos, N., 2021. Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism. J Autism Dev Disord, v. 51
Doi: http://doi.org/10.1007/s10803-020-04528-x

2020 (Accepted for publication)

Müller, LM., Howard, K., Wilson, E., Gibson, J. and Katsos, N., 2020 (Accepted for publication). Bilingualism in the family and child well-being: A scoping review International Journal of Bilingualism,
Doi: http://doi.org/10.1177/1367006920920939

2020

Fink, E. and Gibson, J., 2020. Learning in unexpected places Psychologist, v. 34

Blaskova, LJ., Le Courtois, S., Baker, ST., Gibson, JL., Ramchandani, PG., O’Farrelly, C. and Fink, E., 2020. Participant engagement with play research–examples and lessons learned from the Centre for Play in Education, Development and Learning International Journal of Play, v. 9
Doi: http://doi.org/10.1080/21594937.2020.1843804

Gibson, JL., Pritchard, EJ. and de Lemos, C., 2020. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review
Doi: http://doi.org/10.31234/osf.io/mp2xc

Forrest, CL., Gibson, JL., Halligan, SL. and St Clair, MC., 2020. A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study. J Speech Lang Hear Res, v. 63
Doi: http://doi.org/10.1044/2020_JSLHR-19-00188

Toseeb, U., Gibson, JL., Newbury, DF., Orlik, W., Durkin, K., Pickles, A. and Conti-Ramsden, G., 2020. Play and prosociality are associated with fewer externalizing problems in children with developmental language disorder: The role of early language and communication environment. Int J Lang Commun Disord, v. 55
Doi: http://doi.org/10.1111/1460-6984.12541

Fink, E., Mareva, S. and Gibson, JL., 2020. Dispositional playfulness in young children: A cross-sectional and longitudinal examination of the psychometric properties of a new child self-reported playfulness scale and associations with social behaviour Infant and Child Development, v. 29
Doi: http://doi.org/10.1002/icd.2181

2019 (Accepted for publication)

Gibson, J., Fink, E., Torres, P., Browne, W. and Mareva, S., 2019 (Accepted for publication). Making sense of social pretense: The effect of the dyad, sex and language ability in a large observational study of children’s behaviors in a social pretend play context Social Development,
Doi: http://doi.org/10.1111/sode.12420

Rao, Z., Gibson, J. and Nicholl, W., 2019 (Accepted for publication). Features of social play in 8- to 11-year-olds in China: exploring children’s own perspectives Beijing International Review of Education, v. 2
Doi: http://doi.org/10.1163/25902539-00202009

2019

Fink, E., Browne, WV., Hughes, C. and Gibson, J., 2019. Using a “child's-eye view” of social success to understand the importance of school readiness at the transition to formal schooling Social Development, v. 28
Doi: http://doi.org/10.1111/sode.12323

Francis, GA., Farr, W., Mareva, S. and Gibson, JL., 2019. Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Research in Autism Spectrum Disorders, v. 58
Doi: http://doi.org/10.1016/j.rasd.2018.08.005

Rao, Z. and Gibson, J., 2019. Motivations for emotional expression and emotion regulation strategies in Chinese school-aged children Motivation and Emotion, v. 43
Doi: http://doi.org/10.1007/s11031-018-9740-0

Ellefson, MR., Baker, ST. and Gibson, JL., 2019. Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions Journal of Cognition and Development, v. 20
Doi: http://doi.org/10.1080/15248372.2018.1551219

St Clair, MC., Forrest, CL., Yew, SGK. and Gibson, JL., 2019. Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study. J Speech Lang Hear Res, v. 62
Doi: http://doi.org/10.1044/2018_JSLHR-L-18-0061

Howard, K., Katsos, N. and Gibson, J., 2019. Using interpretative phenomenological analysis in autism research. Autism, v. 23
Doi: http://doi.org/10.1177/1362361318823902

Howard, KB., Katsos, N. and Gibson, JL., 2019. The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis. Res Dev Disabil, v. 87
Doi: http://doi.org/10.1016/j.ridd.2019.01.008

Kašćelan, D., Katsos, N. and Gibson, JL., 2019. Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children. J Autism Dev Disord, v. 49
Doi: 10.1007/s10803-019-03994-2

Gibson, JL., Fink, E., Torres, P., Browne, W. and Mareva, S., 2019. Making sense of social pretence: The role of the dyad, sex and language ability in a large observational study of children’s behaviours in a social pretend play context
Doi: http://doi.org/10.31234/osf.io/p6zns

Moreno, A., Poppe, R., Gibson, JL. and Heylen, D., 2019. Automated and unobtrusive measurement of physical activity in an interactive playground International Journal of Human Computer Studies, v. 129
Doi: http://doi.org/10.1016/j.ijhcs.2019.03.010

Newbury, DF., Gibson, JL., Conti-Ramsden, G., Pickles, A., Durkin, K. and Toseeb, U., 2019. Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood. J Speech Lang Hear Res, v. 62
Doi: http://doi.org/10.1044/2019_JSLHR-L-19-0001

Fink, E., Mareva, S. and Gibson, JL., 2019. Dispositional playfulness in young children: A cross-sectional and longitudinal examination of the psychometric properties of a new child self-reported playfulness scale and associations with social behaviour
Doi: http://doi.org/10.31234/osf.io/w5cek

Yiran Zhao, V., Kulkarni, K., Gibson, J., Baker, S. and Ramchandani, PG., 2019. Introducing the Play in Education, Development and Learning (PEDAL) Research Centre International Journal of Play, v. 8
Doi: http://doi.org/10.1080/21594937.2019.1684144

2018

Forrest, CL., Gibson, JL., Halligan, SL. and St Clair, MC., 2018. A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study Autism and Developmental Language Impairments, v. 3
Doi: http://doi.org/10.1177/2396941518795392

Gibson, JL., Hailes, S., Heravi, B. and Skuse, D., 2018. Using sensors to study the social dynamics of outdoor play.
Doi: http://doi.org/10.31234/osf.io/2zbqh

Francis, GA., Mareva, S., Farr, W. and Gibson, JL., 2018. Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys.
Doi: http://doi.org/10.31234/osf.io/vz83a

Heravi, B., Gibson, JL., Hailes, S. and Skuse, D., 2018. Playground Social Interaction Analysis using Bespoke Wearable Sensors for Tracking and Motion Capture
Doi: 10.31234/osf.io/qhmd2

2017

Gibson, JL., Cornell, MM. and Gill, T., 2017. A Systematic Review of Research into the Impact of Loose Parts Play on Children's Cognitive, Social and Emotional Development School Mental Health, v. 9
Doi: http://doi.org/10.1007/s12310-017-9220-9

2017. Erratum. J Child Psychol Psychiatry, v. 58
Doi: http://doi.org/10.1111/jcpp.12701

2016

van Harmelen, A-L., Gibson, JL., St Clair, MC., Owens, M., Brodbeck, J., Dunn, V., Lewis, G., Croudace, T., Jones, PB., Kievit, RA. and Goodyer, IM., 2016. Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS One, v. 11
Doi: http://doi.org/10.1371/journal.pone.0153715

Uljarevic, M., Katsos, N., Hudry, K. and Gibson, JL., 2016. Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications Journal of Child Psychology and Psychiatry, v. 57
Doi: 10.1111/jcpp.12596

2015

Gibson, J., Kelvin, R. and Goodyer, I., 2015. A call for greater transparency in health policy development: Observations from an analysis of child and adolescent mental health policy Evidence and Policy, v. 11
Doi: http://doi.org/10.1332/174426414X13940168597987

2013

Gibson, J., Adams, C., Lockton, E. and Green, J., 2013. Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. J Child Psychol Psychiatry, v. 54
Doi: http://doi.org/10.1111/jcpp.12079

2011

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J., 2011. Quantifying peer interactions for research and clinical use: the Manchester Inventory for Playground Observation. Res Dev Disabil, v. 32
Doi: http://doi.org/10.1016/j.ridd.2011.07.014

Book chapters

2024

Gibson, JL. and McNally, SM., 2024. PLAY IN THE EDUCATION AND CARE OF YOUNG AUTISTIC CHILDREN
Doi: http://doi.org/10.4324/9781003345664-12

2022

Veiga, G., da Silva, BMS., Gibson, J. and Rieffe, C., 2022. EMOTIONS IN PLAY: The Role of Physical Play in Children’s Social Well- Being
Doi: http://doi.org/10.1093/oxfordhb/9780198855903.013.28

2020

Quizhpi, C., Schetzina, K., Jaishankar, G., Tolliver, RM., Thibeault, D., Kwak, HG., Fapo, O., Gibson, J., Duvall, K. and Wood, D., 2020. BREAKING THE CYCLE OF CHILDHOOD ADVERSITY THROUGH PEDIATRIC PRIMARY CARE SCREENING AND INTERVENTIONS: A PILOT STUDY

2020. Name Index
Doi: 10.1515/9783110431056-024

Gibson, JL. and St Clair, MC., 2020. Assessing pragmatic competence in developmental disorders
Doi: http://doi.org/10.1515/9783110431056-022

2019

Rao, Z. and Gibson, J., 2019. The Role of Pretend Play in Supporting Young Children's Emotional Development
Doi: 10.4135/9781526470393.n4

Datasets

2019 (No publication date)

Kašćelan, D., Katsos, N. and Gibson, JL., 2019 (No publication date). Kascelan, Katsos, Gibson JADD Dataset

Conference proceedings

2019 (Accepted for publication)

Jorge, CC., Atzmueller, M., Heravi, BM., Gibson, JL., de Sá, CR. and Rossetti, RJF., 2019 (Accepted for publication). Mining Exceptional Social Behaviour EPIA 2019 proceedings, Part II, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), v. 11805 LNAI
Doi: http://doi.org/10.1007/978-3-030-30244-3_38

2019

Mirawdeli, A., Gallagher, I., Gibson, J., Katsos, N., Knill, K. and Wood, H., 2019. Splash: Speech and language assessment in schools and homes Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH, v. 2019-September
Doi: 10.21437/Interspeech.2019-8027

2018

Heravi, BM., Gibson, JL., Hailes, S. and Skuse, D., 2018. Playground social interaction analysis using bespoke wearable sensors for tracking and motion capture ACM International Conference Proceeding Series,
Doi: http://doi.org/10.1145/3212721.3212818

Working papers

2019

Kašćelan, D., Katsos, N. and Gibson, JL., 2019. Relations between bilingualism and autistic-like traits in a general population sample of primary school children
Doi: http://doi.org/10.31234/osf.io/9qrc5

Dr Elspeth Wilson

First language acquisition; word learning; experimental semantics & pragmatics; implicature; bilingualism

Journal articles

2023

Wilson, E., Lawrence, R. and Katsos, N., 2023. The Role of Perspective-Taking in Children’s Quantity Implicatures Language Learning and Development, v. 19
Doi: 10.1080/15475441.2022.2050236

2022

Wilson, E. and Katsos, N., 2022. Pragmatic, linguistic and cognitive factors in young children's development of quantity, relevance and word learning inferences. J Child Lang, v. 49
Doi: 10.1017/S0305000921000453

2020 (Accepted for publication)

Book chapters

2020

Wilson, E. and Katsos, N., 2020. Acquiring implicatures
Doi: http://doi.org/10.1515/9783110431056-005

Min Du

Virtual learning; online learning; course design; EFL assessment; second language education

Mia Kim

Bilingualism; language learning; language and thought

Theses / dissertations

2021

Kim, MK., 2021. Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame

Prof Yongcan Liu

Journal articles

2024

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y., 2024. Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England Journal of Language, Identity and Education, v. 23
Doi: 10.1080/15348458.2021.1986397

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. and Rutgers, D., 2024. Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England International Journal of Multilingualism, v. 21
Doi: 10.1080/14790718.2022.2060235

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2024. ‘I feel like I have a superpower’: a qualitative study of adolescents’ experiences of multilingual identity development during an identity-based pedagogical intervention Journal of Multilingual and Multicultural Development,
Doi: 10.1080/01434632.2024.2313564

Zhou, Y. and Liu, Y., 2024. A “positive” turn in heritage language education: Multilingual children’s voices on language learner well-being System, v. 125
Doi: 10.1016/j.system.2024.103446

Li, X. and Liu, Y., 2024. Mind the gap: English teachers’ perceptions and practices of integrating social media into language classrooms in China System, v. 125
Doi: http://doi.org/10.1016/j.system.2024.103434

Zhou, Y. and Liu, Y., 2024. Language learner well-being in heritage language learning: conceptualisation, measurement, and a pathway to flourishing International Journal of Bilingual Education and Bilingualism,
Doi: http://doi.org/10.1080/13670050.2024.2419428

Jin, C. and Liu, Y., 2024. Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom Computer Assisted Language Learning,
Doi: http://doi.org/10.1080/09588221.2024.2421521

2023 (Accepted for publication)

Li, M. and Liu, Y., 2023 (Accepted for publication). Head, Help, Heart, Hand: Primary School Students’ Feedback Literacy in Second Language Writing Assessing Writing,

2023

Zhou, Y. and Liu, Y., 2023. Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers Language and Education, v. 37
Doi: 10.1080/09500782.2022.2068351

Li, Z. and Liu, Y., 2023. Theorising language learning experience in LOTE motivation with PERMA: A positive psychology perspective System, v. 112
Doi: http://doi.org/10.1016/j.system.2022.102975

2022

Wu, X. and Liu, Y., 2022. Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China Applied Linguistics Review,
Doi: http://doi.org/10.1515/applirev-2021-0074

Fu, Z. and Liu, Y., 2022. Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms Language Teaching Research,
Doi: http://doi.org/10.1177/13621688221114363

Shao, J. and Liu, Y., 2022. Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English Applied Linguistics Review, v. 13
Doi: http://doi.org/10.1515/applirev-2019-0131

2021

Leung, C., Evans, M. and Liu, Y., 2021. English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England Language Assessment Quarterly, v. 18
Doi: http://doi.org/10.1080/15434303.2020.1869745

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2021. Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1906733

Xie, Y. and Liu, Y., 2021. Who do you hang out with? How Chinese students' social networks relate to their perceived oral proficiency gains during study abroad experiences Study Abroad Research in Second Language Acquisition and International Education, v. 6
Doi: http://doi.org/10.1075/sar.18014.xie

2020

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y., 2020. Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation International Journal of Multilingualism, v. 17
Doi: http://doi.org/10.1080/14790718.2018.1524896

Chen, C. and Liu, Y., 2020. The role of vocabulary breadth and depth in IELTS academic reading tests Reading in a Foreign Language, v. 32

Davidson, R. and Liu, Y., 2020. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks Language, Culture and Curriculum, v. 33
Doi: http://doi.org/10.1080/07908318.2018.1560460

Choi, K. and Liu, Y., 2020. Challenges and strategies for ELF-aware teacher development ELT Journal, v. 74
Doi: http://doi.org/10.1093/elt/ccaa036

Guo, J. and Liu, Y., 2020. Navigating the complex landscape of cross-epistemic climates: migrant Chinese language teachers’ belief changes about knowledge and learning Teacher Development, v. 24
Doi: http://doi.org/10.1080/13664530.2020.1794951

2019

Evans, M., Fisher, L., Forbes, K. and Liu, Y., 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Language and Education, v. 33
Doi: 10.1080/09500782.2018.1445756

2018 (Accepted for publication)

Liu, Y., 2018 (Accepted for publication). Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2018.1452956

2017 (Accepted for publication)

Wang, T. and Liu, Y., 2017 (Accepted for publication). Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China Language Learning Journal, v. 48
Doi: http://doi.org/10.1080/09571736.2017.1375549

2017

Liu, Y., Linda Fisher, , Karen Forbes, and Michael Evans, , 2017. The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Language and Intercultural Communication, v. 17
Doi: 10.1080/14708477.2017.1368136

2016 (Accepted for publication)

Evans, MJ. and Liu, Y., 2016 (Accepted for publication). The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England Journal of Language, Identity, and Education,
Doi: http://doi.org/10.1080/15348458.2018.1433043

2016

Liu, Y., 2016. The emotional geographies of language teaching Teacher Development, v. 20
Doi: http://doi.org/10.1080/13664530.2016.1161660

Chang, SY. and Liu, Y., 2016. From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation System, v. 61
Doi: http://doi.org/10.1016/j.system.2016.07.009

Liu, Y. and Evans, M., 2016. Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England Cambridge Journal of Education, v. 46
Doi: http://doi.org/10.1080/0305764X.2015.1091441

2013

Liu, Y., 2013. The Social Organisation of Talk-in-Interaction at Work in a Language Teacher Professional Community Learning, Culture and Social Interaction,

2012

Liu, Y. and Xu, Y., 2012. The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher's identity in the workplace Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2011.610899

2011

Liu, Y. and Xu, Y., 2011. Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies Teaching and Teacher Education, v. 27
Doi: http://doi.org/10.1016/j.tate.2010.10.013

2010

Xu, Y. and Liu, Y., 2010. Teacher assessment knowledge and practice: A narrative inquiry of a Chinese EFL teachers’ experience TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, v. 43
Doi: http://doi.org/10.1002/j.1545-7249.2009.tb00246.x

2009

Xu, Y. and Liu, Y., 2009. Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience TESOL Quarterly, v. 43
Doi: http://doi.org/10.1002/j.1545-7249.2009.tb00246.x

2006

Liu, Y. and Fisher, L., 2006. The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases Teacher Development, v. 10
Doi: 10.1080/13664530600922203

Theses / dissertations

2021 (No publication date)

Choi, K., 2021 (No publication date). Investigating Global Englishes-oriented teacher development through the lens of transformative learning theory: A study of South Korean elementary EFL teachers’ experiences

Book chapters

2018

Liu, Y., Leug, C., Davidson, C., East, M., Evans, M. and Green, M., 2018. Using assessment to promote learning: Clarifying constructs, theories and practices.

Leung, C., Davison, C., East, M., Evans, M., Liu, Y., Hamp-Lyons, L. and Purpura, JE., 2018. Using assessment to promote learning: Clarifying constructs, theories, and practices

2017

Duff, PA., Liu, Y. and Li, D., 2017. Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization
Doi: http://doi.org/10.4324/9781315727974

2010

Liu, Y. and Fisher, L., 2010. Cultural-historical perspectives on teacher education and development

Liu, Y. and Fisher, L., 2010. ‘What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106-22

Liu, Y. and Fisher, L., 2010. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106

Reports

2014

Arnot, M., Schneider, C., Evans, M., Liu, Y., Welpy, O. and Davis-Tutt, D., 2014. School Approaches to the education of EAL students: langauge development, social integration and achievement

Professor Neil Mercer

Book chapters

2020

Hofmann, R., 2020. DIALOGUE, TEACHERS AND PROFESSIONAL DEVELOPMENT

2018 (Published online)

Dudley, PJ., Warwick, P., Vrikki, M., Vermunt, J. and Mercer, N., 2018 (Published online). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning

2017

Vermunt, JD., Vrikki, M., Warwick, P. and Mercer, N., 2017. Connecting teacher identity formation to patterns in teacher learning

2014

Taber, KS., Mercer, N., Ruthven, K., Riga, F., Howe, C., Hofmann, R. and Luthman, S., 2014. Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: Supporting personal learning about science and the nature of science
Doi: http://doi.org/10.4018/978-1-4666-6375-6.ch006

2013

Whitebread, DG., 2013. Self-regulation in Young Children: its Characteristics and the Role of Communication and Language in its early development

2012

Mercer, N., 2012. Commentary: The future development of research on classroom talk
Doi: http://doi.org/10.1007/978-94-6091-864-3_6

Howe, C. and Mercer, N., 2012. Children’s social development, peer interaction and classroom learning
Doi: http://doi.org/10.4324/9780203121672

2011

Littleton, K. and Mercer, N., 2011. Communication, collaboration, and creativity: How musicians negotiate a collective 'sound'
Doi: http://doi.org/10.1093/acprof:oso/9780199568086.003.0015

2010

Littleton, K. and Mercer, NM., 2010. The significance of educational dialogues between primary school children.

Edwards, D. and Mercer, NM., 2010. Extracts from Common Knowledge: the development of understanding in the classroom.

Mercer, NM., Gillen, J., Kleine Staarman, J., Littleton, K. and Twiner, A., 2010. Interactive Whiteboards: does new technology transform teaching?

Mercer, NM., 2010. The guided construction of knowledge: talk between teachers and students.

2009

Mercer, NM., 2009. Developing argumentation: lessons learned in the primary school.
Doi: http://doi.org/10.1007/978-0-387-98125-3_7

Mercer, NM., Littleton, K. and Wegerif, R., 2009. Methods for studying the processes of interaction and collaborative activity in computer-based educational activities.

Wegerif, R., 2009. Dialogue and teaching thinking with technology: Opening, expanding and deepening the 'inter-face'
Doi: http://doi.org/10.4324/9780203863510

Mercer, NM. and Howe, C., 2009. Children’s social development, peer interaction and classroom learning.

2008

Mercer, NM. and Dawes, L., 2008. the value of Exploratory Talk.

Datasets

2019 (No publication date)

Hennessy, S., Howe, C., Mercer, N., Vrikki, M. and Wheatley, L., 2019 (No publication date). Transcripts of lessons in core subjects in primary classrooms in England
Doi: http://doi.org/10.17863/CAM.39601

Journal articles

2019

Vrikki, M., Wheatley, L., Howe, C., Hennessy, S. and Mercer, N., 2019. Dialogic practices in primary school classrooms Language and Education, v. 33
Doi: http://doi.org/10.1080/09500782.2018.1509988

2017 (Accepted for publication)

Mercer, N., Hennessy, S. and Warwick, P., 2017 (Accepted for publication). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry International Journal of Educational Research,
Doi: http://doi.org/10.1016/j.ijer.2017.08.007

2017

Vrikki, M., Warwick, P., Vermunt, JD., Mercer, N. and Van Halem, N., 2017. Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions Teaching and Teacher Education, v. 61
Doi: http://doi.org/10.1016/j.tate.2016.10.014

Warwick, PT. and Mercer, N., 2017. Identifying and assessing students' spoken language skills. Impact, Issue 1. Chartered College of Teaching UK,

Ruthven, K., Mercer, N., Taber, KS., Guardia, P., Hofmann, R., Ilie, S., Luthman, S. and Riga, F., 2017. A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention Research Papers in Education, v. 32
Doi: http://doi.org/10.1080/02671522.2015.1129642

2016

Warwick, P., Vrikki, M., Vermunt, JD., Mercer, N. and van Halem, N., 2016. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics ZDM - Mathematics Education, v. 48
Doi: http://doi.org/10.1007/s11858-015-0750-z

Hofmann, RJ., Hennessy, S., Rojas-Drummond, S., Barrera, MJ., García Carrión, R., Howe, C., Kershner,, R., Littleton, K., Marquez, AM. and Mercer, N., 2016. Developing a coding scheme for analysing classroom dialogue across d educational contexts. Learning, Culture and Social Interaction, v. 9
Doi: http://doi.org/10.1016/j.lcsi.2015.12.001

Perez-Adamson, C. and Mercer, N., 2016. How do different types of schools prepare students for life at Cambridge? Cambridge Journal of Education, v. 46
Doi: http://doi.org/10.1080/0305764X.2015.1009364

Hofmann, R. and Mercer, N., 2016. Teacher interventions in small group work in secondary mathematics and science lessons Language and Education, v. 30
Doi: http://doi.org/10.1080/09500782.2015.1125363

Mannion, J. and Mercer, N., 2016. Learning to learn: improving attainment, closing the gap at Key Stage 3 Curriculum Journal, v. 27
Doi: http://doi.org/10.1080/09585176.2015.1137778

2015

Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. and Riga, F., 2015. Principled Improvement in Science: Forces and proportional relations in early secondary–school teaching International Journal of Science Education, v. 37
Doi: http://doi.org/10.1080/09500693.2014.975168

Mercer, N., 2015. Re/structuring science education: re-uniting sociological and psychological perspectives STUDIES IN SCIENCE EDUCATION, v. 51
Doi: http://doi.org/10.1080/03057267.2014.889894

Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R., Ilie, S. and Guardia, P., 2015. Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics Research in Mathematics Education, v. 17
Doi: http://doi.org/10.1080/14794802.2015.1019914

Knight, S. and Mercer, N., 2015. The role of exploratory talk in classroom search engine tasks Technology, Pedagogy and Education, v. 24
Doi: http://doi.org/10.1080/1475939X.2014.931884

2014

Knight, S. and Mercer, N., 2014. The role of exploratory talk in classroom search engine tasks Technology, Pedagogy and Education,
Doi: http://doi.org/10.1080/1475939X.2014.931884

Cheng, B., Wang, M. and Mercer, N., 2014. Effects of role assignment in concept mapping mediated small group learning Internet and Higher Education, v. 23
Doi: http://doi.org/10.1016/j.iheduc.2014.06.001

Mercer, N. and Dawes, L., 2014. The study of talk between teachers and students, from the 1970s until the 2010s Oxford Review of Education, v. 40
Doi: http://doi.org/10.1080/03054985.2014.934087

Kershner, R., Warwick, P., Mercer, N. and Kleine Staarman, J., 2014. Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience...' Education 3-13, v. 42
Doi: http://doi.org/10.1080/03004279.2012.670255

2013

Warwick, P., Mercer, N. and Kershner, R., 2013. 'Wait, let's just think about this': Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities Learning, Culture and Social Interaction, v. 2
Doi: http://doi.org/10.1016/j.lcsi.2012.12.004

Mercer, NM., 2013. The social brain, language and goal-orientated collective thinking: a social conception of cognition and its implications for understanding how we think, teach and learn Educational Psychologist,
Doi: http://doi.org/10.1080/00461520.2013.804394

2012

Mercer, N. and Howe, C., 2012. Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory Learning, Culture and Social Interaction, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.03.001

Daniels, H., Edwards, A., Mercer, N. and Saljo, R., 2012. Untitled LEARNING CULTURE AND SOCIAL INTERACTION, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.05.002

2011 (No publication date)

Mercer, NM. and Dawes, L., 2011 (No publication date). Making most of talk. English Drama Media,

2011

Warwick, P., Hennessy, S. and Mercer, N., 2011. Promoting teacher and school development through co-enquiry: Developing interactive whiteboard use in a 'dialogic classroom' Teachers and Teaching: Theory and Practice, v. 17
Doi: http://doi.org/10.1080/13540602.2011.554704

Hennessy, S., Mercer, N. and Warwick, P., 2011. A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue TEACH COLL REC, v. 113

Soong, B. and Mercer, N., 2011. Improving students' revision of physics concepts through ICT-based co-construction and prescriptive tutoring International Journal of Science Education, v. 33
Doi: http://doi.org/10.1080/09500693.2010.489586

2010

Mercer, N., Hennessy, S. and Warwick, P., 2010. Using interactive whiteboards to orchestrate classroom dialogue Technology, Pedagogy and Education, v. 19
Doi: http://doi.org/10.1080/1475939X.2010.491230

Kershner, R., Mercer, N., Warwick, P. and Staarman, JK., 2010. Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities? INT J COMP-SUPP COLL, v. 5
Doi: http://doi.org/10.1007/s11412-010-9096-2

Mercer, N., Warwick, P., Kershner, R. and Staarman, JK., 2010. Can the interactive whiteboard help to provide 'dialogic space' for children's collaborative activity? LANG EDUC-UK, v. 24
Doi: http://doi.org/10.1080/09500781003642460

Warwick, P., Mercer, N., Kershner, R. and Staarman, JK., 2010. In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard COMPUT EDUC, v. 55
Doi: http://doi.org/10.1016/j.compedu.2010.02.001

Soong, B., Mercer, NM. and Siew, SE., 2010. Revision by means of computer-mediated peer discussions. Physics Education, v. 45

Simpson, A., Mercer, N. and Majors, Y., 2010. Editorial: Douglas Barnes revisited: If learning floats on a sea of talk, what kind of talk? And what kind of learning? ENGL TEACH-PRACT CRI, v. 9

2009

Soong, B., Mercer, N. and Er, SS., 2009. Students' difficulties when solving physics problems: Results from an ICT-infused revision intervention Proceedings of the 17th International Conference on Computers in Education, ICCE 2009,

Mercer, N., 2009. Developing argumentation: Lessons learned in the primary school
Doi: http://doi.org/10.1007/978-0-387-98125-3_7

Mercer, NM., Dawes, L. and Staarman, JK., 2009. Dialogic teaching in the primary science classroom. Language and Education, v. 23

Mercer, NM., 2009. The analysis of classroom talk: methods and methodologies. British Journal of Educational Psychology, v. 80

2008

Mercer, NM., 2008. The seeds of time: why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, v. 17

Mercer, NM., 2008. Talk and the development of reasoning and understanding. Human Development, v. 51

Gillen, J., Littleton, K., Twiner, A., Staarman, JK. and Mercer, N., 2008. Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, v. 24

Mercer, NM., 2008. Classroom dialogue and the teacher's role. Education Review, v. 21

Mercer, N., 2008. Changing our minds: a commentary on 'Conceptual change: a discussion of theoretical, methodological and practical challenges for science education' Cultural Studies of Science Education,
Doi: http://doi.org/10.1007/s11422-008-9099-8

2007

Mercer, N., 2007. The joint construction identities and knowledge in a science classroom Cultural Studies of Science Education, v. 2
Doi: http://doi.org/10.1007/s11422-007-9051-3

Mercer, N., 2007. Commentary on the reconciliation of cognitive and sociocultural accounts of conceptual change EDUC PSYCHOL, v. 42

Gillen, J., Staarman, JK., Littleton, K., Mercer, N. and Twiner, A., 2007. A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms Learning, Media and Technology, v. 32
Doi: http://doi.org/10.1080/17439880701511099

2006

Mercer, N. and Sams, C., 2006. Teaching children how to use language to solve maths problems Language and Education, v. 20
Doi: http://doi.org/10.2167/le678.0

2004

Mercer, NM., 2004. Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking Journal of Applied Linguistics, v. 1
Doi: http://doi.org/10.1558/japl.2004.1.2.137

Mercer, NM., 2004. Reasoning as a scientist: ways of helping children to use language to learn science British Educational Research Journal, v. 30
Doi: http://doi.org/10.1080/01411920410001689689

Conference proceedings

2018 (No publication date)

Hofmann, RJ. and Mercer, N., 2018 (No publication date). Teacher interventions in small group work in secondary mathematics and science lessons.

Hofmann, RJ. and Mercer, N., 2018 (No publication date). Teacher interventions in small group work

2015 (Accepted for publication)

Vrikki, M., Vermun, JD., Warwick, P., Mercer, N. and Van Halem, N., 2015 (Accepted for publication). How teachers learn in Lesson Study: Results of Cambridge research into teachers learning through talk.

2011

Ruthven, K., Hofmann, R. and Mercer, N., 2011. A DIALOGIC APPROACH TO PLENARY PROBLEM SYNTHESIS PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING,

Ruthven, K., Hofmann, RJ., Howe, C., Luthman, S., Mercer, N. and Taber, KS., 2011. The epiSTEMe pedagogical approach: essentials, rationales and challenges

2010

Ruthven, K., Howe, C., Mercer, N., Taber, KS., Luthman, S., Hofmann, RJ. and Riga, F., 2010. Effecting Principled Improvement in STEM Education: Research-based pedagogical development for student engagement and learning in early secondary-school physical science and mathematics

Books

2013

Littleton, K. and Mercer, NM., 2013. Interthinking: Putting talk to work

Whitebread, D., Mercer, N., Howe, C. and Tolmie, A., 2013. Self-regulation and Dialogue in Primary Classrooms. British Journal of Educational Psychology. Monograph Series II: Psychological Aspects of Education - Current Trends No. 10

2010

Mercer, N., 2010. Foreword
Doi: http://doi.org/10.4018/978-1-61520-715-2

2008

Mercer, N., 2008. Exploring talk in schools

Hodgkinson, S. and Mercer, N., 2008. Introduction
Doi: http://doi.org/10.4135/9781446279526

2007

Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking

Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking: A sociocultural approach
Doi: http://doi.org/10.4324/9780203946657

Dr Michael Evans

Second language education; language teacher education; cross-cultural education; language education policy

Dr Edith Esch

Second language education; bilingualism

Prof Michelle Ellefson

Development of language from a cognitive science perspective; cognitive benefits of bilingualism and multilingualism; early literacy

Conference proceedings

2025

Fu, WL., Fischer, NL., Kalaivanan, K., Ong, GST., Oh, AJ., Tripathi, S., Ellefson, MR., Seow, P., Teo, CL. and Hung, D., 2025. Crossing Valley: Development of a Serious Game to Measure Cognitive Flexibility in a Problem-Solving Context Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), v. 15259 LNCS
Doi: http://doi.org/10.1007/978-3-031-74138-8_10

2020

Paes, T. and Ellefson, MR., 2020. Pretend Play and Children's Self-Regulation and Language Skills: An Interventional Study. CogSci,

2018 (Accepted for publication)

Tsapali, M., Quinn, C., Ellefson, MR., Schlottmann, A. and Taber, K., 2018 (Accepted for publication). PROGRESS IN PRIMARY SCHOOL CHILDREN’S UNDERSTANDINGS OF MATERIALS AND THEIR COMPOSITION: A CROSS-AGE QUALITATIVE STUDY
Doi: http://doi.org/10.17863/CAM.58228

2018

Paes, T. and Ellefson, MR., 2018. The Influence of Pretend Play on Children's and Language and Pre-Literacy Skills. CogSci,

2017

Paes, T. and Ellefson, MR., 2017. An Exploratory Study of the Influence of Pretend Play on Children's Self-Regulation and Language Skills. CogSci,

Patel, J., Aldercotte, A., Parr, T., Serpell, Z. and Ellefson, MR., 2017. Novel metacognitive problem solving task. CogSci,

Francis, GA., Serpell, Z., Parr, T. and Ellefson, MR., 2017. Executive Functions and Academic Achievement in a High-Poverty Sample. CogSci,

2015

Goedert, KM., Ellefson, MR. and Kerns, V., 2015. Individual Differences, Confirmation, and the Consideration of Alternative Causes. CogSci,

2014

Goedert, KM. and Ellefson, MR., 2014. The Role of Alternative Causes in Moderating Belief-Based Data Weighting. CogSci,

Hill, JL., Schlottmann, A., Ellefson, MR., Taber, KS., Tse, VWS. and Yung, TSW., 2014. Early Understanding of Intensive Properties of Matter: Developmental and Cultural Differences Proceedings of the 36th Annual Meeting of the Cognitive Science Society, CogSci 2014,

2013

Quinn, C., Ellefson, MR., Schlottmann, A. and Taber, KS., 2013. Using Property Induction to Evaluate Understanding of Mixing Cooperative Minds: Social Interaction and Group Dynamics - Proceedings of the 35th Annual Meeting of the Cognitive Science Society, CogSci 2013,

2003

Conway, CM., Ellefson, MR. and Christiansen, MH., 2003. When less is less and when less is more: Starting small with staged input PROCEEDINGS OF THE TWENTY-FIFTH ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY, PTS 1 AND 2,

2000

Ellefson, MR. and Christiansen, MH., 2000. Subjacency constraints without universal grammar: Evidence from artificial language learning and connectionist modeling PROCEEDINGS OF THE TWENTY-SECOND ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY,

Journal articles

2024

Oppenheimer, DM. and Ellefson, MR., 2024. How to Interpret Discrepancies in Empirical Results From Educational Intervention Studies Scholarship of Teaching and Learning in Psychology,
Doi: http://doi.org/10.1037/stl0000427

2023

Ellefson, MR. and Oppenheimer, DM., 2023. Is replication possible without fidelity? Psychol Methods, v. 28
Doi: 10.1037/met0000473

Lai, RPY. and Ellefson, MR., 2023. How Multidimensional is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge Journal of Educational Computing Research, v. 61
Doi: 10.1177/07356331221121052

Eberhart, J., Paes, TM., Ellefson, MR. and Marcovitch, S., 2023. Executive functions and play. Trends Neurosci Educ, v. 30
Doi: 10.1016/j.tine.2023.100198

Tong, K., Chan, YN., Cheng, X., Cheon, B., Ellefson, M., Fauziana, R., Feng, S., Fischer, N., Gulyás, B., Hoo, N., Hung, D., Kalaivanan, K., Langley, C., Lee, KM., Lee, LL., Lee, T., Melani, I., Melia, N., Pei, JY., Raghani, L., Sam, YL., Seow, P., Suckling, J., Tan, YF., Teo, CL., Uchiyama, R., Yap, HS., Christopoulos, G., Hendriks, H., Chen, A., Robbins, T., Sahakian, B., Kourtzi, Z., Leong, V. and CLIC Phase 1 Consortium, , 2023. Study protocol: How does cognitive flexibility relate to other executive functions and learning in healthy young adults? PLoS One, v. 18
Doi: http://doi.org/10.1371/journal.pone.0286208

2022

Zonneveld, AK., Serpell, Z., Parr, T. and Ellefson, MR., 2022. Executive function measurement in urban schools: Exploring links between performance-based metrics and teacher ratings. Dev Sci, v. 25
Doi: http://doi.org/10.1111/desc.13319

2021 (No publication date)

Hughes, C., Wang, Q., Ng, F., Wong, KK-Y. and Ellefson, MR., 2021 (No publication date). Two-Generational Reports of Parenting in Hong Kong and England: Beyond Autonomy Support and Psychological Control not yet accepted for publication,
Doi: http://doi.org/10.31234/osf.io/j8bct

2021 (Accepted for publication)

Patel, JN., Aldercotte, A., Tsapali, M., Serpell, Z., Parr, T. and Ellefson, MR., 2021 (Accepted for publication). The Zoo Task: A Novel Metacognitive Problem-Solving Task Developed with a Sample of African American Children from Schools in High Poverty Communities Psychological Assessment, v. 33
Doi: http://doi.org/10.1037/pas0001033

2021

Vasilopoulos, F. and Ellefson, MR., 2021. Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PLoS One, v. 16
Doi: http://doi.org/10.1371/journal.pone.0250984

Patel, J., Aldercotte, A., Tsapali, M., Serpell, ZN., Parr, T. and Ellefson, MR., 2021. The Zoo Task: A novel metacognitive problem-solving task developed with a sample of African American children from schools in high poverty communities. Psychol Assess,
Doi: http://doi.org/10.1037/pas0001033

Cai, Y., Tsapali, M., Serpell, Z., Parr, T. and Ellefson, M., 2021. Age-related changes in sustained attention for older children from high poverty communities in the USA

2020

Ellefson, MR., Zachariou, A., Ng, FF-Y., Wang, Q. and Hughes, C., 2020. Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. J Exp Child Psychol, v. 194
Doi: 10.1016/j.jecp.2019.104734

Xu, C., Ellefson, MR., Ng, FF-Y., Wang, Q. and Hughes, C., 2020. An East-West contrast in executive function: Measurement invariance of computerized tasks in school-aged children and adolescents. J Exp Child Psychol, v. 199
Doi: http://doi.org/10.1016/j.jecp.2020.104929

2019

2018 (Accepted for publication)

Poletiek, F., Conway, C., Ellefson, MR., Lai, J., Bocanegra, B. and Christiansen, M., 2018 (Accepted for publication). Under What Conditions Can Recursion be Learned? Effects of Starting Small in Artificial Grammar Learning of Center Embedded Structure Cognitive Science,
Doi: http://doi.org/10.1111/cogs.12685

2017

Ellefson, MR., Ng, FF-Y., Wang, Q. and Hughes, C., 2017. Efficiency of Executive Function: A Two-Generation Cross-Cultural Comparison of Samples From Hong Kong and the United Kingdom. Psychol Sci, v. 28
Doi: 10.1177/0956797616687812

Teperek, M., Morgan, R., Ellefson, M. and Kingsley, D., 2017. Starting from the end: What to do when restricted data is released Data Science Journal, v. 16
Doi: http://doi.org/10.5334/dsj-2017-010

2014

Goedert, KM., Ellefson, MR. and Rehder, B., 2014. Differences in the weighting and choice of evidence for plausible versus implausible causes. J Exp Psychol Learn Mem Cogn, v. 40
Doi: http://doi.org/10.1037/a0035547

2013

Hughes, PW. and Ellefson, MR., 2013. Inquiry-based training improves teaching effectiveness of biology teaching assistants. PLoS One, v. 8
Doi: http://doi.org/10.1371/journal.pone.0078540

2012

Apedoe, XS., Ellefson, MR. and Schunn, CD., 2012. Learning Together While Designing: Does Group Size Make a Difference? J SCI EDUC TECHNOL, v. 21
Doi: http://doi.org/10.1007/s10956-011-9284-5

2011

Vousden, JI., Ellefson, MR., Solity, J. and Chater, N., 2011. Simplifying Reading: Applying the Simplicity Principle to Reading COGNITIVE SCI, v. 35
Doi: http://doi.org/10.1111/j.1551-6709.2010.01134.x

Apedoe, XS., Ellefson, MR. and Schunn, CD., 2011. Learning Together While Designing: Does Group Size Make a Difference? Journal of Science Education and Technology,

Vousden, JI., Ellefson, MR., Solity, J. and Chater, N., 2011. Simplifying reading: Applying the simplicity principle to reading Cognitive Science, v. 35

2009

Ellefson, MR., Treiman, R. and Kessler, B., 2009. Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology, v. 102

2008

Apedoe, XS., Reynolds, B., Ellefson, MR. and Schunn, CD., 2008. Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit J SCI EDUC TECHNOL, v. 17
Doi: http://doi.org/10.1007/s10956-008-9114-6

Ellefson, MR., Brinker, RA., Vernacchio, VJ. and Schunn, CD., 2008. Design-based learning for biology: Genetic engineering experience improves understanding of gene expression Biochemistry and Molecular Biology Education, v. 36

2007

Young, ME., Wasserman, EA. and Ellefson, MR., 2007. A theory of variability discrimination: finding differences. Psychon Bull Rev, v. 14
Doi: http://doi.org/10.3758/bf03194106

2006

Ellefson, MR., Shapiro, LR. and Chater, N., 2006. Asymmetrical switch costs in children COGNITIVE DEVELOPMENT, v. 21
Doi: http://doi.org/10.1016/j.cogdev.2006.01.002

2003

Young, ME., Ellefson, MR. and Wasserman, EA., 2003. Toward a theory of variability discrimination: finding differences. Behav Processes, v. 62
Doi: http://doi.org/10.1016/s0376-6357(03)00024-x

Young, ME. and Ellefson, MR., 2003. The joint contributions of shape and color to variability discrimination LEARN MOTIV, v. 34

2002

Christiansen, MH., Conway, CM. and Ellefson, MR., 2002. Raising the bar for connectionist modeling of cognitive developmental disorders BEHAV BRAIN SCI, v. 25

Theses / dissertations

2022 (No publication date)

Lai, RPY., 2022 (No publication date). Computational Thinking Competency: Conceptualization and Assessment
Doi: http://doi.org/10.17863/CAM.86070

Chu, PKC., 2022 (No publication date). The Interplay of Linguistic and Cognitive Factors in Predicting Reading Comprehension: A Case of Primary School Children from the United Kingdom and China
Doi: http://doi.org/10.17863/CAM.87661

2021 (No publication date)

Turner, G., 2021 (No publication date). Life-Worthy Learning Skills: A Curriculum Intervention to Promote Self-Regulated Learning

2021

Barsham, H. and Ellefson, MR., 2021. Can Retrieval Practice of The Testing Effect Increase Self-efficacy in Tests and Reduce Test Anxiety, in 10- to 11-Year-olds?

2020 (No publication date)

Tsapali, M., 2020 (No publication date). Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues
Doi: http://doi.org/10.17863/CAM.54222

Paes, T., 2020 (No publication date). Self-regulation and language skills of 4- to 5-year-old children with English as an additional language before and after a guided play intervention as measured by teacher reports and cognitive batteries
Doi: http://doi.org/10.17863/CAM.55012

2017

Patel, J., 2017. Novel metacognitive problem-solving task for 8- to 11-year-old students
Doi: http://doi.org/10.17863/CAM.36091

2015

Tsapali, M., 2015. Progress in primary school children's understandings of materials and dissolving: A cross-age qualitative survey

Ellefson, MR., The Difficulty of Learning Complex Structure: A Comparative Study of Knowledge Acquisition

Book chapters

2021

Apedoe, XS., Ellefson, MR. and Schunn, CD., 2021. Supporting Conceptual Change in Chemistry through Design-Based Learning
Doi: 10.1163/9789004450004_004

2020

Paes, T., Tsapali, M. and Ellefson, M., 2020. Studying Cognitive Development in School-Aged Children
Doi: http://doi.org/10.1002/9781119171492.wecad107

2019 (Published online)

2019 (Published online). The Encyclopedia of Child and Adolescent Development
Doi: 10.1002/9781119171492

2002

Christiansen, MH., Dale, RAC., Ellefson, MR. and Conway, CM., 2002. The Role of Sequential Learning in Language Evolution: Computational and Experimental Studies
Doi: 10.1007/978-1-4471-0663-0_8

Christiansen, MH. and Ellefson, MR., 2002. Linguistic Adaptation without Linguistic Constraints: The Role of Sequential Learning in Language Evolution
Doi: 10.1093/oso/9780199250653.003.0016

2001

Molfese, DL., Narter, DB., Van Matre, AJ., Ellefson, MR. and Modglin, A., 2001. Language Development during Infancy and Early Childhood
Doi: 10.1075/lald.24.10mol

Internet publications

2016

Teperek, M., Morgan, R., Ellefson, M. and Kingsley, D., 2016. Starting from the end: what to do when restricted data is released
Doi: http://doi.org/10.1101/085100

Professor Linda Fisher

Multilingualism; Multilingual identity; Metaphor in relation to belief formation and change; Creativity in language learning; Language learning motivation; Language teacher education; Sociocultural approaches in relation to the above; Policy in relation to the above

Journal articles

2024

Graham, S., Zhang, P., Hofweber, J., Fisher, L. and Krüsemann, H., 2024. Literature and second language vocabulary learning: The role of text type and teaching approach Modern Language Journal, v. 108
Doi: 10.1111/modl.12946

2023

Wang, T. and Fisher, L., 2023. Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self International Journal of Multilingualism, v. 20
Doi: 10.1080/14790718.2020.1863412

Morea, N. and Fisher, L., 2023. Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education Language Learning Journal,
Doi: http://doi.org/10.1080/09571736.2023.2251499

2022 (Accepted for publication)

Evans, M. and Fisher, L., 2022 (Accepted for publication). The relevance of identity in languages education Language Learning Journal,
Doi: http://doi.org/10.1080/09571736.2022.2046693

Hedman, C. and Fisher, L., 2022 (Accepted for publication). Multilingual study mentoring for critical multilingual language awareness among migrant adolescents: scenarios of possibility Journal of Multilingual and Multicultural Development,
Doi: http://doi.org/10.1080/01434632.2022.2104862

Hedman, C. and Fisher, L., 2022 (Accepted for publication). Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation Journal of Language, Identity & Education,
Doi: http://doi.org/10.1080/15348458.2022.2078722

2022

Chung, E. and Fisher, L., 2022. A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers? beliefs and practices regarding vocabulary teaching and learning SYSTEM, v. 110
Doi: http://doi.org/10.1016/j.system.2022.102901

Chung, E. and Fisher, L., 2022. A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning System, v. 110
Doi: http://doi.org/10.1016/j.system.2022.102901

2021

2020 (Accepted for publication)

Fisher, L. and Carruthers, J., 2020 (Accepted for publication). Conducting Interdisciplinary Research in Modern Languages. Towards 'Common Ground' Modern Languages Open,

2020

Forbes, K. and Fisher, L., 2020. Strategy development and cross-linguistic transfer in foreign and first language writing Applied Linguistics Review, v. 11
Doi: 10.1515/applirev-2018-0008

2019

2018 (Published online)

Birketveit, A., Rimmereide, HE., Bader, M. and Fisher, L., 2018 (Published online). Extensive reading in primary school EFL Acta Didactica Norge, v. 12
Doi: 10.5617/adno.5643

2018

Forbes, K. and Fisher, L., 2018. The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills Language Learning Journal, v. 46
Doi: http://doi.org/10.1080/09571736.2015.1010448

2017

2013

Fisher, L. and Kim, D., 2013. Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US. The Language Learning Journal,

Fisher, L., 2013. Discerning change in young students' beliefs about their language learning through the use of metaphor elicitation in the classroom Research Papers in Education, v. 28
Doi: http://doi.org/10.1080/02671522.2011.648654

2012

Evans, M. and Fisher, L., 2012. Emergent communities of practice: secondary schools’ interaction with primary school foreign language teaching and learning The Language Learning Journal, v. 40
Doi: http://doi.org/10.1080/09571736.2011.567357

Fisher, L., 2012. Discerning change in young students' beliefs about their language learning through the use of metaphor elicitation in the clssroom Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2011.648654

2011 (No publication date)

Fisher, L. and Lui, Y, , 2011 (No publication date). Community of practice

2011

Taber, KS., Riga, F., Brindley, S., Winterbottom, M., Finney, J. and Fisher, LG., 2011. Formative conceptions of assessment: Trainee teachers' thinking about assessment issues in English secondary schools Teacher Development, v. 15
Doi: http://doi.org/10.1080/13664530.2011.571500

Taber, KS., Riga, F., Brindley, S., Winterbottom, M., Finney, J. and Fisher, LG., 2011. Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools Teacher Development, v. 15
Doi: http://doi.org/10.1080/13664530.2011.571500

Fisher, L., 2011. The impact of Specialist School status: the views of Specialist Language Colleges and other schools. Educational Review, v. 63
Doi: http://doi.org/10.1080/00131911.2011.553949

2010

Fisher, L. and Evans, M., 2010. Translating policy into practice: the impact of the KS3 Framework for MFL on language teaching and learning in schools. Research Papers in Education, v. 25

2008

Winterbottom, M., Taber, KS., Brindley, S., Fisher, LG., Finney, J. and Riga, F., 2008. Understanding differences in trainee teachers' values and practice in relation to assessment Teacher Development, v. 12

Fisher, L., Winterbottom, M., Taber, KS., Brindley, S., Finney, J. and Riga, , 2008. Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal, v. 19

2007

Fisher, L., 2007. Pedagogy and the Curriculum 2000 reforms at post-16: The ‘learn it, forget it’ culture? Curriculum Journal, v. 18
Doi: http://doi.org/10.1080/09585170701292257

Fisher, L., 2007. Pedagogy and the Curriculum 2000 reforms Curriculum Journal, v. 18

2006

2005

Evans, M. and Fisher, L., 2005. Measuring gains in pupils' foreign language competence as a result of participation in a school exchange visit: The case of Y9 pupils at three comprehensive schools in the UK Language Teaching Research, v. 9
Doi: http://doi.org/10.1191/1362168805lr162oa

2004

Fisher, L., Evans, M. and Esch, E., 2004. Computer-Mediated Communication: Promoting learner autonomy and intercultural understanding at secondary level Language Learning Journal, v. 30
Doi: http://doi.org/10.1080/09571730485200231

2001

Fisher, L., 2001. Modern foreign languages recruitment post-16: The pupils' perspective Language Learning Journal, v. 23
Doi: http://doi.org/10.1080/09571730185200071

2000

Fisher, L. and Evans, M., 2000. The school exchange visit: Effects on attitudes and proficiency in language learning Language Learning Journal, v. 22
Doi: http://doi.org/10.1080/09571730085200191

Theses / dissertations

2022 (No publication date)

Liu, M., 2022 (No publication date). Multilingual Future Self-Guides: A Mixed-Methods Study of Learners of Multiple Foreign Languages in China
Doi: http://doi.org/10.17863/CAM.87020

2021

Staples, H., 2021. The Complex Construction of Multilingual Identity: A Comparative Study in Three European Contexts of L3+ Learning

Books

2022

Ayres-Bennett, W. and Fisher, L., 2022. Multilingualism and Identity Interdisciplinary Perspectives

2020

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Language Development and Social Integration of Students with English as an Additional Language Conclusion

2013

Pachler, N., Evans, M., Redondo, A. and Fisher, L., 2013. Learning to teach foreign languages in the secondary school: A companion to school experience: 4th Edition
Doi: http://doi.org/10.4324/9780203181928

Book chapters

2018

Fisher, L., 2018. “Emotion recollected in tranquillity’: Blogging for metacognition in language teacher education
Doi: http://doi.org/10.4324/9781351049146

2015

Fisher, L., 2015. Researching Learners’ and Teachers’ Beliefs About Language Learning Using Metaphor
Doi: 10.1007/978-3-319-02322-9_17-1

2010

Fisher, L., 2010. What have we learnt after we had fun?' An activity theory perspective on cultures of learning in pedagogical reforms In Cultural-historical perspectives on teacher education and development

Liu, Y. and Fisher, L., 2010. ‘What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106-22

Liu, Y. and Fisher, L., 2010. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106

2009

Fisher, L., 2009. Trainee teachers’ perceptions of the use of digital technology in the languages classroom.

Reports

2016

Evans, MJ., Schneider, CJ., Arnot, M., Fisher, LG., Forbes, K., Hu, M. and Liu, Y., 2016. Language development and school achievement: Opportunities and challenges in the education of EAL students

2009

Evans, M. and Fisher, L., 2009. Language Learning at Key Stage 3: The Impact of the Key Stage 3 Modern Foreign Languages Framework and changes to the curriculum on provision and practice.

What we do

Cambridge Language Sciences is an Interdisciplinary Research Centre at the University of Cambridge. Our virtual network connects researchers from five schools across the university as well as other world-leading research institutions. Our aim is to strengthen research collaborations and knowledge transfer across disciplines in order to address large-scale multi-disciplinary research challenges relating to language research.

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