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Cambridge Language Sciences

Interdisciplinary Research Centre
 
 

Language Analysis in Schools: Education and Research (LASER)

In March 2019, the British Academy hosted the launch of Language Analysis in Schools: Education and Research (LASER) - a campaign to address the importance of skills in language analysis for a range of subject areas.

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Is it possible to differentiate multilingual children and children with Developmental Language Disorder (DLD)?

This paper by Maria Garraffa, Maria Vender, Antonella Sorace and Maria Teresa Guasti considers why it's important to differentiate multilingual children and children with Developmental Language Disorder (DLD).

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Refugee Access to Early Childhood Education and Care in the UK 

This report forms part of the Erasmus project “Multilingual early childhood education and care for young refugee children”. The report considers the provision of Early Childhood Education and Care (ECEC) for pre-school children in the UK, and the extent to which refugee and asylum seeker children access that provision. 

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Modern Languages Educational Policy in the UK

Following the second Multilingualism: Empowering Individuals, Transforming Societies (MEITS) Policy Workshop in December 2018,  Professor Wendy Ayres-Bennett, Principal Investigator of MEITS, and Professor Janice Carruthers, AHRC Leadership Fellow in Modern Languages, published a new Policy Briefing on Modern Languages Educational Policy in the UK.

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Multilingualism and Wellbeing in UK

During 2017 the Cambridge Bilingualism Network ran a series of forums on the theme of 'multilingualism and wellbeing', which brought together practitioners and researchers from across linguistics, education and psychology (generously funded by the ESRC Impact Acceleration Account). The Bilingualism Network has now produced a brief report on the main points coming out of the forums.

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The 'Educated Brain' seminar series

The ESRC-funded seminar series The Educated Brain was convened to share the latest research from educational neuroscience, psychology, and linguistics with teachers and practitioners in order to consider potential implications for teacher training and educational policy. Two reports, Infancy and Early Childhood and Late Childhood and Adolescence summarise key findings. 

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Languages, Society and Policy

Languages, Society and Policy (LSP) is the Multilingualism: Empowering Individuals, Transforming Societies (MEITS) Project's policy journal. LSP publishes high-quality peer-reviewed language research in accessible and non-technical language to promote policy engagement and provide expertise to policy makers, journalists and stakeholders in education, health, business and elsewhere.

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What is the value of languages in the UK?

This report by Cambridge Public Policy draws on discussions held at a workshop in Cambridge to discuss strategic issues in which languages play a part: national security, diplomacy and conflict resolution, community and social cohesion, migration and identity.

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Improving support for pupils with English as an additional language

This report on UK school pupils who speak English as an additional language (EAL) identifies opportunities to target outreach to parents of EAL pupils, and develop frameworks and qualifications for English language support specialists to enable better assessment of language proficiency among pupils.

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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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