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Cambridge Language Sciences

Interdisciplinary Research Centre
 

Dr Karen Forbes

Research

  • Language learning strategies
  • Multilingualism and identity
  • English as an additional language learners in UK schools
  • School-level language policies

Publications

Key publications: 

See updated list of publications here: https://www.educ.cam.ac.uk/people/staff/forbes/ 

Publications (from Symplectic)

Journal articles

2024

  • Forbes, K. and Morea, N., 2024. Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies British Educational Research Journal,
    Doi: 10.1002/berj.3959
    •
  • 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
    •
  • Forbes, K. and Morea, N., 2024. Mapping school‐level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies British Educational Research Journal,
    Doi: http://doi.org/10.1002/berj.3959
    •
  • 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

  • Wu, X. and Forbes, K., 2023. Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students System, v. 116
    Doi: 10.1016/j.system.2023.103090
    •

    2022 (Accepted for publication)

  • Wu, X. and Forbes, K., 2022 (Accepted for publication). Multilingual Identity in Schools: A Q Methodological Study with Chinese LOTE-as-L3 Learners in International and Public High School Contexts Journal of Language Identity and Education,
    Doi: http://doi.org/10.1080/15348458.2022.2134138
    •

    2021 (Accepted for publication)

  • Forbes, K. and Rutgers, D., 2021 (Accepted for publication). Multilingual identity in education [guest editorial] The Language Learning Journal,
    •
  • Forbes, K. and Rutgers, D., 2021 (Accepted for publication). Multilingual identity in education Language Learning Journal, v. 49
    Doi: http://doi.org/10.1080/09571736.2021.1918850
    •
  • Forbes, K., Howard, KB. and Ilie, S., 2021 (Accepted for publication). Individual and institutional perspectives on barriers to progression to higher education for students with English as an additional language Widening Participation and Lifelong Learning,
    •

    2021

  • Luo, J. and Forbes, K., 2021. ‘It’s a plus rather than a must’: perspectives of mainstream teachers in China on the influence of advertised educational ethos in supplementary English education Compare, v. 51
    Doi: http://doi.org/10.1080/03057925.2019.1681937
    •
  • 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)

  • Li, J., McLellan, R. and Forbes, K., 2020 (Accepted for publication). Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study Cambridge Journal of Education,
    Doi: http://doi.org/10.1080/0305764X.2020.1772720
    •

    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
    •
  • Forbes, K., 2019. The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms Research Papers in Education, v. 34
    Doi: http://doi.org/10.1080/02671522.2018.1452963
    •

    2018 (Accepted for publication)

  • Forbes, K., 2018 (Accepted for publication). Teaching for transfer between first and foreign language classroom contexts: developing a framework for a strategy-based, cross-curricular approach to writing pedagogy Writing and Pedagogy, v. 11
    Doi: http://doi.org/10.1558/wap.34601
    •

    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 (Accepted for publication)

  • Forbes, K., 2017 (Accepted for publication). Exploring first year undergraduate students’ conceptualisations of critical thinking skills International Journal of Teaching and Learning in Higher Education,
    •

    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
    •
    Theses / dissertations

    2023 (No publication date)

  • Lee, Y-Y., 2023 (No publication date). Strategy Instruction Programme with Awareness of Psychotypology (SIPPs): Developing Beginner-level Reading Skills in a Psychotypologically Distant Language
    Doi: http://doi.org/10.17863/CAM.95641
    •
    Working papers

    2022

  • Forbes, K., 2022. We are multilingual: Identity education to promote engagement and achievement in schools
    Doi: http://doi.org/10.17863/CAM.86965
    •
    Book chapters

    2020

  • Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. The Methodology of Researching EAL
  • Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. The International, National and Regional Policy Context of Social Integration in Schools
  • Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Rethinking Home-School Communication for Parents of Migrant Children
  • Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Progression in Language, Learning and Social Integration
  • 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 Introduction
  • Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Education and Social Integration for EAL Students
  • Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Towards an Inclusive Pedagogy for EAL in the Multilingual Classroom Principles and Practices

    • 2018

  • Forbes, K., 2018. "In german i have to think about it more than i do in english": The foreign language classroom as a key context for developing transferable metacognitive writing strategies
    • Books

    2020

  • Forbes, K., 2020. Cross-Linguistic Transfer of Writing Strategies: Interactions between Foreign Language and First Language Classrooms
    Doi: http://doi.org/10.21832/FORBES9745
    •
  • 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
  • Forbes, K., 2020. Cross-Linguistic Transfer of Writing Strategies: Interactions Between Foreign Language and First Language Classrooms

    • Teaching and Supervisions

    Teaching: 

    Faculty of Education

    • Postgraduate
      • MPhil/MEd Research in Second Language Education (RSLE) course
      • PGCE-MEd Research Methods (Course Coordinator)
      • Secondary PGCE (Modern Languages)
      • PhD supervision
    • Undergraduate
      • Language, Communications and Literacies (Paper Coordinator)
      • Research and Investigation project supervisor 
    Associate Professor in Second Language Education
    Departments and institutes: 
    Faculty of Education
    Dr Karen Forbes

    Contact Details

    Email address: 
    kf289@cam.ac.uk
    01223 767603
    Faculty of Education web profile

    Affiliations

    Classifications: 
    Academic Staff

    Study at Cambridge

    About the University

    Research at Cambridge