1+3 Collaborative ESRC DTP (Bilingualism Pathway)

1 3 协作 ESRC DTP（双语途径）

• 批准号: 2426580
• 金额: --
• 依托单位: Bangor University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2426580
• 关键词: 1+3; Collaborative; ESRC; DTP; Bilingualism

Despite the endorsement of translanguaging as a valuable approach in bilingual/multilingual contexts internationally, very few studies have attempted to evaluate its impact on pupil achievement directly, and no studies have systematically evaluated how/why/when/for whom translanguaging works in Wales. Given the pervasiveness of translanguaging across the new curriculum, it is essential that we conduct high quality, well-designed, interdisciplinary research in order to better understand the outcomes of various levels of interaction between pedagogy, psychology and the social context that are afforded through this approach. Whilst aspects of the study will focus directly on the teacher, data will be collected from pupils within the classroom (classwork; observations; etc.), and in one-to-one sessions (language/cognitive ability measures; attitudinal measures, etc.). All aspects of the project will be guided both by BERA and BPS Ethical Guidance in research with children, and all aspects of the study will be approved internally by the appropriate Ethical Approval Board.

尽管国际上认可跨语言作为双语/多语言背景下的一种有价值的方法，但很少有研究试图直接评估其对学生成绩的影响，也没有研究系统地评估跨语言在威尔士如何/为何/何时/为谁发挥作用。鉴于跨语言在新课程中的普遍存在，我们必须进行高质量、精心设计的跨学科研究，以便更好地理解通过新课程提供的教育学、心理学和社会背景之间不同层次的相互作用的结果。方法。虽然研究的各个方面将直接关注教师，但数据将从课堂内的学生（课堂作业；观察等）和一对一的课程（语言/认知能力测量；态度测量等）收集。 ）。该项目的所有方面都将受到 BERA 和 BPS 儿童研究道德指南的指导，并且该研究的所有方面都将得到相应道德批准委员会的内部批准。