Clearly, exactly how data is elicited and how research is designed has important consequences for the claims that can be made. We are interested in methodological innovation in order to address particular theoretical and applied research questions. We are also interested in how particular characteristics of data elicitation techniques impact on the nature of knowledge tapped, such as whether it is context-specific, reliable, durable, accessible under different conditions.
Emma Marsden, Department of Education
Chris Kyriacou, Department of Education
Rowena Hanan, PhD student, University of York
Keita Takashima, PhD student, University of York
Alison Mackey, Georgetown, US
Carole Torgerson, University of Durham
Research themes
- Bilingualism and bilingual cognition
- Classroom-based language learning, teaching and assessment
- Computer-assisted language learning
- Cross-cultural interaction analysis
- Language teacher education
- Literacy, biliteracy, L2 reading and writing
- Psychology and individual differences in language learning, teaching
- Second language acquisition
- Second language and bilingual processing
- Spoken and written discourse in educational settings
- The earliest stages of language learning