College of Arts and Sciences Department of English

The mission of this research thematic area is:

1. Change and reverse the perpetuation of myths about constructs such as language and communication in order to equip teachers and non-experts with a good working definition of these constructs.
2. Carry out appropriate and sound empirical research. Language scientists have started to investigate the brain signatures of second language acquisition by comparing different groups of learners undergoing different kinds of language instructions. We have been using machines and lab equipment (eye-tracking, self-paced tests and EEG systems) to test what happens to students' brains in real teaching/acquisition contexts. Now we are in a position in which we can predict whether acquisition of a second language is really taking place when using specific pedagogical interventions.
3. Provide evidence-based training for teachers, and help improve language teaching practices and policies. Curriculum or language teaching materials must be genuinely informed by what we know about language and language acquisition.

The research conducted in this research thematic area is of value to a wide language community and makes difference in society, economy and people skills. A list of high-impact research projects carried out by group members is provided below.

1. Raising Participation Rates and Performance in MFL at Key Stages 3, 4 & 5 (2014-2018).

This was a project in partnership with the Royal Greenwich Teaching School Alliance focused on improving the subject knowledge and teaching skills of Key Stage 3, 4, 5 MFL subject leader and teachers. The project secured a government grant from the London School Excellence Fund. The project significantly raised the attainment of pupils taking MFL at GCSE and A level and raise participation rates. A key component of the secondary CPD courses were the inclusion of research findings into second language acquisition and their implications for teachers. This gave the course a groundbreaking and unique aspect, which both challenged and stimulated teachers.

2. Language Learning and Teaching in Macedonia: Policy and Delivery (2013-2016).

This EU-funded project provided the basis for (a) a fundamental change in the country's language education policy; and (b) a significant improvement in grammar teaching methodology throughout Macedonia. This project played also a crucial role in enhancing the possibility for co-existence and security of the three communities (Serbian, Macedonian and Albanian) through better communication and cultural awareness.

3. Kick Start Programme for Innovative Teaching and Learning of Japanese Syntax and Verbal Morphology (2014-17). Three grants received from the Sasakawa Foundation and Japan MEXT were used to develop an online platform to be used by teachers of Japanese. This virtual learning space is where teachers of Japanese can develop grammar activities/tasks and exchange ideas. The beneficiaries of the project were teachers (improving teaching skills) and students (improving the learning of grammatical features of Japanese).