Marilyn MartinJones

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Dwyieithrwydd, llythrennedd a dysgu mewn addysg
pellach/ Bilingual literacies for learning in
further education

• Marilyn Martin-Jones
• University of Wales Aberystwyth
• Roz Ivanic
• Lancaster University
• Daniel Chandler
• University of Wales Aberystwyth

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Outline of our presentation

• The nature and scope of this extension project
• Our view of literacy and of learning
• The research focus
• Research aims and research questions
• The design and conduct of the project
• Dissemination of the research
• Brief summary

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The nature and scope of the project

• Interdisciplinary research
• Ethnography of literacy combined with discourse
  analysis and semiotic analysis
• A focused study of the literacy and learning
  experiences of bilingual students in one FE
  college in Wales (where there is extensive
  bilingual and Welsh-medium provision)
• Collaboration between HE researchers and FE
  practitioner researchers

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Our view of literacy and learning

• Literacy as a crucial resource for learning
  across the FE curriculum
• Literacy practices defined (in a broad sense) as
  reading, writing and talk with, through and about
  verbal and visual texts
• A focus on the changing nature of literacy
  (including bilingual literacy) in the twenty
  first century

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The research focus

• Investigating the use and development of
  bilingual literacies among Welsh-speaking
  students as they participate in Further Education
• Documenting the dimensions of diversity in
  different college-based learning contexts
• Documenting diversity among learners
• Identifying border literacies

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Research aims

• To identify commonalities and differences within
  the F.E. experiences of a range of bilingual
  learners
• To identify those 'border' literacies within a
  bilingual F.E. context, that can have positive
  effects on learning outcomes
• To develop, implement and evaluate a curriculum
  development programme based on these findings
• To inform future practice and policy
• To engage bilingual F.E. practitioners directly
  in a research partnership

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The design and conduct of the study

• Four main phases
• Induction
• Literacies data
• Curriculum development
• Final evaluation
• The participants
• Ethical considerations

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Dissemination of the research

• Intended audiences
• Other practitioners working within the college
  involved in the study
• The wider F.E. professional community in Wales
• The general public in Wales
• Educational researchers

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Brief summary

• Through our research, we hope to
• Compare informal, formal, and potential border
  literacy practices for a diverse population of
  bilingual students within different curricula,
  and compare these with similar data collected on
  the sister TLRP project, Literacies for Learning
  in Further Education, in England and Scotland.
• Identify those border literacies that can
  enable bilingual students to negotiate
  successfully between informal and formal
  literacies within a Welsh medium or bilingual
  Further Education context and that can positively
  affect learning outcomes.

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Brief summary

• Through our research, we hope to
• Identify specific literacy capabilities that are
  increasingly demanded of the literate person in a
  bilingual society such as Wales in the 21st
  century.
• Implement and closely evaluate a taught programme
  in a selection of F.E. curriculum areas that
  engages those bilingual literacy practices that
  have a positive effect upon learning outcomes.
• Disseminate findings from a process of situated
  research to encourage and inform the building of
  sustainable and context-sensitive research
  activity in post-compulsory education in Wales.

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Dwyieithrwydd, llythrennedd a dysgu mewn addysg
pellach/ Bilingual literacies for learning in
further education

• Marilyn Martin-Jones
• mqm_at_aber.ac.uk
• Roz Ivanic
• r.ivanic_at_lancaster.ac.uk
• Daniel Chandler
• dgc_at_aber.ac.uk