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Cambridge Language Sciences

Interdisciplinary Research Centre
 

Professor Linda Fisher

Research

Recent research projects:

Publications

Key publications: 

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. (2018). Participative multilingual identity construction in the languages classroom: A multi-theoretical conceptualisation. International Journal of Multilingualism. DOI: 10.1080/14790718.2018.1524896

Forbes, K. & Fisher, L. (2018). Strategy development and cross-linguistic transfer in foreign and first language writing. Applied Linguistics Review. DOI: https://doi.org/10.1515/applirev-2018-0008

Fisher, L. (2018). “Emotion recollected in tranquillity’: Blogging for metacognition in language teacher education, In Å. Haukås, C. Bjørke & M. Dypedahl (Eds.). Metacognition in Language Learning and Teaching. Routledge. 

Birketveit, A., Rimmereide, H. E., Bader, M., & Fisher, L. (2018). Extensive reading in primary school EFL. Acta Didactica DOI: http://dx.doi.org/10.5617/adno.5643 

Evans, M., Fisher, L., Forbes, K., Liu, Y. (2018). The form and functions of newcomer EAL pupils' speech in English: patterns of progression and communication in semi-structured interview dialogue. Language and Education. DOI: 10.1080/09500782.2018.1445756

Liu, Y., Fisher, L., Forbes, K. & Evans, M. (2017). The knowledge base of teaching in linguistically diverse contexts: 10 grounded principles of multilingual classroom pedagogy for EAL. Language and Intercultural Communication. DOI: 10.1080/14708477.2017.1368136   

Fisher, L. (2017). Researching learners' and teachers' beliefs about language using metaphor. Discourse and Education: Encyclopedia of Language and Education. Volume 3. US: Springer. https://doi.org/10.1007/978-3-319-02243-7

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Hu, M., & Liu, Y. (2016). [pdf] Language development and school achievement: Opportunities and challenges in the education of EAL students. Cambridge: the Bell Foundation.

Forbes, K. & Fisher, L. (2015). 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. The Language Learning Journal. DOI: 10.1080/09571736.2015.1010448

Pachler, N., Evans, M., Redondo, A. and Fisher, L. (2014). Learning to Teach Foreign Languages in the Secondary School.Fourth edition. London: Routledge

Fisher L. & 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. Language Learning Journal 41(2) 142-160. doi.org/10.1080/09571736.2013.790130

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 28(3), 373-392 doi.org/10.1080/02671522.2011.648654

 

 

 

Publications (from Symplectic)

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
    •
  • 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

  • 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

  • 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

  • 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

  • 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.
    • Professor of Languages Education
    Departments and institutes: 
    Faculty of Education
    Dr Linda Fisher

    Affiliations

    Classifications: 
    Academic Staff

    Study at Cambridge

    About the University

    Research at Cambridge