Our research
CLER studies children’s, young people’s and adults’ interactions, language learning and literacy practices in multilingual societies and across diverse social institutions and contexts of meaning making.
Its research informs the development of appropriate, engaging and inclusive language pedagogies, shapes the language teacher education knowledge base, and influences contemporary discourses and policies on linguistic and cultural diversity, language education, language teacher education and intercultural communication.
We have been at the forefront of these fields of research in the UK and internationally, through our empirical research and through our contributions to theory building and policy.
We work in different research sites nationally and internationally, in primary and secondary schools, in further education and higher education institutions, in local neighbourhoods, workplaces, and arts organisations and in physical as well as digital spaces of human interactions.
Collectively, we have expertise in diverse theoretical and methodological strands of educational linguistics, language pedagogy, language teacher education, critical literacy, corpus linguistics, linguistic ethnography, cognitive linguistics, multimodal discourse analysis, conversation analysis, research synthesis, quantitative experimental designs and creative inquiry.
