2008. English for Korean Postgraduate Engineering Students in the Global Academic Community: Perceptions of the Importance of English, Skills-Based Needs and Sociocultural Behaviours.
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study offers a needs analysis of tertiary level ESP education in Korea and the UK, by comparing two EAP settings: a Korean Insitute of Engineering in Korea and a comparable institutional setting in London.
Thesis type: PhD
Country of research: Korea, Republic of (South Korea)
Learners' background: Korea, Republic of (South Korea)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study offers a needs analysis of tertiary level ESP education in Korea and the UK, by comparing two EAP settings: a Korean Insitute of Engineering in Korea and a comparable institutional setting in London.
Thesis type: PhD
Country of research: Korea, Republic of (South Korea)
Learners' background: Korea, Republic of (South Korea)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. "Miss, Who Needs the Languages of Immigrants?": A Study in Attitudes and Values Attached to Bilingualism in England and Wales.
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study explores the values and attitudes attached to bilingualism on the part of key policy makers and lead professionals in education in England and Wales.
Thesis type: EdD
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study explores the values and attitudes attached to bilingualism on the part of key policy makers and lead professionals in education in England and Wales.
Thesis type: EdD
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008-2010. ‘Building a Strategy for English as an Additional Language (EAL) for the Teaching Workforce’.
Funding body: Training and Development Agency
Summary: The project aims to work with TDA to build a coherent and sustainable strategy for EAL in England. We have conducted a research review, case studies, expert interviews and a national survey as the foundation for the strategy, which is now out for consultation (May 2009).
URL: http://www.teachingeal.org.uk/
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Funding body: Training and Development Agency
Summary: The project aims to work with TDA to build a coherent and sustainable strategy for EAL in England. We have conducted a research review, case studies, expert interviews and a national survey as the foundation for the strategy, which is now out for consultation (May 2009).
URL: http://www.teachingeal.org.uk/
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Literacy and identity: A view from the bridge in two multilingual London schools’.
Journal of Language, Identity and Education 7/1: 61-80
Summary: The article examines the manner in which identity impacts on literacy with reference to two nine year old girls and two fifteen year old boys in London schools who speak or have access to two or more languages.
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: The article examines the manner in which identity impacts on literacy with reference to two nine year old girls and two fifteen year old boys in London schools who speak or have access to two or more languages.
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Negotiating communication rights in multilingual classrooms: Towards the creation of critical communities of learners’.
Pedagogies 3/3: 150-167
Summary: The paper aims to demonstrate how classrooms can be reconfigured as critical communities. It focuses on two classrooms of adult learners in the United Kingdom to show how teachers may allow space for atypical kinds of dialogic teaching to emerge in the interests of creating critical communites of learners
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: The paper aims to demonstrate how classrooms can be reconfigured as critical communities. It focuses on two classrooms of adult learners in the United Kingdom to show how teachers may allow space for atypical kinds of dialogic teaching to emerge in the interests of creating critical communites of learners
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Adult ESOL in the UK: Three perspectives on practice, policy and research’ in
LESLLA. Proceedings of 3rd Annual Forum, University of Newcastle, September 2007. Durham: Roundtuit Publishing, pp. 25-31
Editor(s): Young-Scholten, M.
Entered by: University of Leeds (School of Education)
Editor(s): Young-Scholten, M.
Entered by: University of Leeds (School of Education)
2006. Language Policy and Planning in Ghana: A Monolingual Ideology, Ethoses and Discourse in a Multilingual Society.
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study aims to establish how far a multilingual ideology can be established as the basis for language policy in Ghana.
Thesis type: PhD
Country of research: Ghana
Learners' background: Ghana
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study aims to establish how far a multilingual ideology can be established as the basis for language policy in Ghana.
Thesis type: PhD
Country of research: Ghana
Learners' background: Ghana
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2006. The Text as a Critical Object: On Theorising Exegetic Procedures in Classroom-Based Critical Discourse Analysis.
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study explores ways in which critical discourse analysis can be translated into classroom practice
Thesis type: PhD
Country of research: United Kingdom
Learners' background: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study explores ways in which critical discourse analysis can be translated into classroom practice
Thesis type: PhD
Country of research: United Kingdom
Learners' background: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2006. ‘The text dead or alive: Expanding textual repertoires in the Adult ESOL classroom.’.
Linguistics and Education 17/1: 74-90
Summary: The study looks at the use of text in the Reading Classroom in Adult ESOL classrooms. It argues that a very restricted view of text leads to a reduced literacy curriculum in which ESOL learners' resources and experiences are largely ignored
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: The study looks at the use of text in the Reading Classroom in Adult ESOL classrooms. It argues that a very restricted view of text leads to a reduced literacy curriculum in which ESOL learners' resources and experiences are largely ignored
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2005. Solidarity, Supportiveness and Creative Language Use in Second-Language Interpersonal Talk.
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study analyses the problematic nature of L2 interpersonal language by examining data collected on second-language users who are engaged in L2-L2 small talk in a target-language context
Thesis type: PhD
Country of research: Mexico
Learners' background: Mexico
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study analyses the problematic nature of L2 interpersonal language by examining data collected on second-language users who are engaged in L2-L2 small talk in a target-language context
Thesis type: PhD
Country of research: Mexico
Learners' background: Mexico
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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