Karen Forbes
@karenforbes.bsky.social
Associate Professor in Second Language Education at the University of Cambridge. Former languages teacher. Interested in multilingualism, identity, language learning strategies, EAL and much more! Webpage: https://www.educ.cam.ac.uk/people/staff/forbes/
Absolutely, there are always challenges and competing priorities. But we can keep making the case for languages 🙂🇫🇷🇪🇸🇩🇪🇮🇹🇨🇳
November 1, 2025 at 1:42 PM
Absolutely, there are always challenges and competing priorities. But we can keep making the case for languages 🙂🇫🇷🇪🇸🇩🇪🇮🇹🇨🇳
Thanks so much for your message @kedisimpson.bsky.social ! I very much hope the findings are of interest and use to your school.
November 1, 2025 at 10:11 AM
Thanks so much for your message @kedisimpson.bsky.social ! I very much hope the findings are of interest and use to your school.
Huge thanks to guest editors Norbert Pachler, Wendy Ayres-Bennett, @zhu-hua.bsky.social and @cforsdick.bsky.social for the invitation to contribute to this special issue of The Language Learning Journal on language education in the school curriculum in England. (6/6)
October 1, 2025 at 4:34 PM
Huge thanks to guest editors Norbert Pachler, Wendy Ayres-Bennett, @zhu-hua.bsky.social and @cforsdick.bsky.social for the invitation to contribute to this special issue of The Language Learning Journal on language education in the school curriculum in England. (6/6)
-> Overall, this paper provides evidence to suggest that prioritising and promoting languages at the level of school curriculum policy significantly increases uptake without dramatically lowering average grades. (5/6)
October 1, 2025 at 4:34 PM
-> Overall, this paper provides evidence to suggest that prioritising and promoting languages at the level of school curriculum policy significantly increases uptake without dramatically lowering average grades. (5/6)
-> Offering a greater number of languages at GCSE was associated with higher attainment, suggesting that broadening language provision may help support attainment outcomes; (4/6)
October 1, 2025 at 4:34 PM
-> Offering a greater number of languages at GCSE was associated with higher attainment, suggesting that broadening language provision may help support attainment outcomes; (4/6)
-> However, schools where languages are positioned as core subjects tend to have students with significantly higher levels of prior attainment and lower levels of disadvantage, suggesting there is still work to be done in widening access for ALL learners; (3/6)
October 1, 2025 at 4:34 PM
-> However, schools where languages are positioned as core subjects tend to have students with significantly higher levels of prior attainment and lower levels of disadvantage, suggesting there is still work to be done in widening access for ALL learners; (3/6)
Key findings suggest that:
-> School-level curriculum policy is the strongest predictor of GCSE language uptake highlighting the importance of institutional commitment to language learning in shaping students’ opportunities; (2/6)
-> School-level curriculum policy is the strongest predictor of GCSE language uptake highlighting the importance of institutional commitment to language learning in shaping students’ opportunities; (2/6)
October 1, 2025 at 4:34 PM
Key findings suggest that:
-> School-level curriculum policy is the strongest predictor of GCSE language uptake highlighting the importance of institutional commitment to language learning in shaping students’ opportunities; (2/6)
-> School-level curriculum policy is the strongest predictor of GCSE language uptake highlighting the importance of institutional commitment to language learning in shaping students’ opportunities; (2/6)
Our model highlights the crucial role played by home and particularly school contexts in providing students with language experiences which are key for developing their language knowledge and also the mediating role of students’ evaluations of their language proficiency.
September 2, 2025 at 12:08 PM
Our model highlights the crucial role played by home and particularly school contexts in providing students with language experiences which are key for developing their language knowledge and also the mediating role of students’ evaluations of their language proficiency.
We define this as an experiential and evaluative state which represents an individual’s readiness to fully claim a multilingual identity.
September 2, 2025 at 12:08 PM
We define this as an experiential and evaluative state which represents an individual’s readiness to fully claim a multilingual identity.
Through analysis of questionnaire data from 1280 secondary school students in England, here we propose a preliminary model for the construct of 'willingness to identify' as multilingual.
September 2, 2025 at 12:08 PM
Through analysis of questionnaire data from 1280 secondary school students in England, here we propose a preliminary model for the construct of 'willingness to identify' as multilingual.
Congratulations!! Looking forward to reading it 😀
May 10, 2025 at 12:24 PM
Congratulations!! Looking forward to reading it 😀