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Cambridge Language Sciences

Interdisciplinary Research Centre
 
Read more at: Mia Kim

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

  • Read more at: Prof Yongcan Liu

    Prof Yongcan Liu

    Journal articles

    2024

  • 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
  • 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
  • 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

  • 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
  • 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
  • 2021

  • 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
  • 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
  • 2020

  • 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
  • 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
  • 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

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

  • Read more at: Professor Neil Mercer

    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

  • 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
  • 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,
  • 2016

  • 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
  • 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
  • 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

  • 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
  • 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
  • 2011 (No publication date)

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

  • 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
  • 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
  • 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
  • 2010

  • 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
  • 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
  • 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
  • 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,
  • 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. 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
  • 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
  • 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

  • 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
  • Littleton, K. and Mercer, NM., 2013. Interthinking: Putting talk to work
  • 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: A sociocultural approach
    Doi: http://doi.org/10.4324/9780203946657
  • Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking

  • Read more at: Dr Michael Evans

    Dr Michael Evans

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


    Read more at: Dr Edith Esch

    Dr Edith Esch

    Second language education; bilingualism


    Read more at: Prof Michelle Ellefson

    Prof Michelle Ellefson

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

    Journal articles

    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

  • 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
  • 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., 2021. Can Retrieval Practice of The Testing Effect Increase Self-efficacy in Tests and Reduce Test Anxiety in 10-to 11-Year-Olds?
    Doi: http://doi.org/10.17863/CAM.77643
  • 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
  • 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
  • Conference proceedings

    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,
  • 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

  • Read more at: Professor Linda Fisher

    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

  • 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
  • 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
  • 2023

  • 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
  • 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
  • 2022 (Accepted for publication)

  • 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
  • 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
  • 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

  • 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
  • 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
  • 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
  • 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 (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

  • 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
  • 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

  • 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
  • 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
  • 2007

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

  • 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
  • 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
  • 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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