The languages for learning framework: A potential alternative to ‘medium of instruction’

We see ‘languages for learning’ as better able to describe the complex learning affordances of multilingual classrooms because it combines an emphasis on multilingual inclusivity (‘languages’ rather than ‘medium’) with a focus on ‘learning’ (as in learning-centred education) rather than ‘instruction’. Perhaps most importantly, the ‘for’ in LFL enables us to frame languages as facilitative (resources), rather than restrictive (impedances), of learning.

Translingual practices in English language classrooms in India

My latest research paper, co-authored with Amy Lightfoot of British Council S. Asia, explores the complexity of language use practices in English language classrooms across India. It reports on a survey (quantitative and qualitative) that we conducted with 169 Indian teachers last year, and sought to find out about what have traditionally been called ‘L1-use …