Research

Research in CeLM spans a wide range of interests in literacy and multilingualism. We place emphasis on interdisciplinary collaboration, empirically informed theory advancement, and the impact of that advancement in applied contexts.

These include developing evidence-based interventions, informing bilingual and multilingual language policy, planning and implementation, engaging in joint dissemination and outreach activities in collaboration with our sister Centres in the UK and internationally, and liaising with the local, national, and international education sector at all levels.

Research strands in CeLM include:

  • First, second, and multiple language acquisition and literacy development
  • Multilingual cognitive and literacy skills throughout the life-span
  • Models of language interaction and representation in multilinguals
  • Foreign language teaching and academic literacy development
  • Societal multilingualism
  • Translating and interpreting

We focus on typically developing children, children with Speech, Language and Communication Needs (SLCN), healthy adults, and adults with language impairment.

The expertise of our members is utilised in a number of research centres within the University, such as the Centre for Integrative Neuroscience and Neurodynamics (CINN), the Language and Cognition research group, the Computing Research Group, the Language, Text and Power research theme, and the Berkshire Autism Research Network (BARN)

CeLM boasts a vibrant PhD student community, working on a range of cutting edge projects. Specific details can be found on individual staff pages, but current projects include effects of biliteracy and code-switching styles on executive control, functional organisation of language and cognitive processing in the multilingual brain, language impairment and comprehension in bilingual aphasia and Alzheimer’s patients, lexical richness in the writing of EFL learners, phonological awareness in multilingual children, pronunciation, phonology, and intonation in L2 and global Englishes, reading English as an additional language in secondary schools, and typical and atypical spelling development.