Dr Gabriela Meier
Senior Lecturer in Language Education
+44 (0) 1392 724865
Baring Court 106
Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK
My research interest is in bilingual and multilingual education and how plurilingual repertoires that learners bring to school, or develop in schools, can affect social cohesion/social capital and/or teachers’ and learners’ identities. Recent publications include the co-authored book “The Multilingual Turn in Languages Education” (2014), and I’m the leader of the following MED modules: “bilingual and multilingual approaches to language teaching and learning” and “principles of language learning”.
I supervise Masters and Doctoral projects related to my research interests. Thus, I’m always happy to hear from prospective students who wish to undertake PhD research related to bilingual/multilingual education, plurilingualism and related topics.
Keywords: mulitlingual educaiton, bilingual, plurilingual, social cohesion, multilingual turn, multilingual socialisation
Book: Jean Conteh and Gabriela Meier (2014) The multilingual turn in languages education: opportunities and challenges. Bristol: Multilingual Matters. Order for £15 instead of £34.95
Bilingual Immersion Education Network - www.bien.org.uk
MA and PhD European Studies, University of Exeter (UK)
PGCE University of Plymouth (UK)
BA Translation, Zurich University of Applied Sciences (Switzerland)
Research group links
My main research interests are sociological and socio-political understandings of multilingualism in education in contexts of linguistic diversity. Theoretically, I draw on the mulitlingual turn, multilingual socialisation and social cohesion perspectives to understand how individuals and groups use their languages to build relationships and identities.
I'm interested in developing greater understanding of bilingual (immersion) education in the UK and in Europe. Thus, I set up a website to link people interested in bilingual immersion education: www.bien.org.uk
2017- Togehter with Simone Smala (University of Queensland) and Helen Lawson (University of Exeter) I devleop a systematic literature review to theorise in what way multilingualism can be associated with social cohesion or social division.
2016- Together with Emese Hall (University of Exeter) and a group of postgraduate researchers (University of Exeter), I have developed and trialled a collaborative drawing approach to teaching and and learning.
2017-2018 I conducted a theoretical review of publications related to monolingual norms and alternative multilingual approaches to understanding learning, to establish a framework to help reflect and develop multilingual socialisation approaches.
2016-2017 I conducted a documentary analysis of 21 book chapters to establish assumptions about language, language learners and languag elearning inherent in the 'multilingual turn'.
(2011-12) I conducted research in an English-French bilingual school project in London. This study was funded by Esmée Fairbairn Foundation. I was interested in the cooperation between two school systems (French independent and English state school), the language communities, and the implications of this for learners and their school. See www.bien.org.uk for more information.
(2009-10) Assessment of the year abroad in modern language degrees. This included a survey among students and tutors at the University of Bath with the aim to review the assessment process of this particular largley autonomous learning experience. Based on one of my recommendations, I was involved in the follow-on debriefing pilot project.
(2005-2009) I have conducted research in Berlin (Staatliche Europa-Schule) where about 6000 children and young people are taught in German and one other language throughout their schooling (13 years). These other languages are locally spoken languages, namely English, French, Greek, Italian, Polish, Russian, Spanish, Turkish. I found that this school system for instance benefits group cohesion and conflict resolution skills, and that it could serve as a model for other multilingual parts of Europe, including the UK.
Langscape - A European network of academics interested in plurlilingualism and identity in language education.
BAAL - British Association of Applied Linguistics
UACES - University Association of Contemporary European Studies
EEPN - European Education Policy Network
ALL - Association for Language Learning
- 2012 University of Exeter Foundation
This grant enables setting up a website: Bilingual Immersion Education Network (www.bien.org.uk) that brings together stakeholders who would like to learn more about this type of bilingual education in the UK, and to raise awareness of this potentially effective method of learning additional languages. It complements the project funded by Esm�e Fairbairn.
- 2011 Esmée Fairbairn Foundation
This is an evaluation of a bilingual (English-French) two-way immersion project in London. This is the first such model in England. Data collection is based on observations, and research with children, staff and parents. It comprises quantitative and qualitative methods. The project outcomes will be impact-oriented, and will include a workshop and setting up a network for stakeholders in the UK and ultimately in Europe. Thus, I'd be interested to hear about any other two-way bilingual projects in the UK and in Europe.
Publications by category
Publications by year
gabriela_meier Details from cache as at 2019-01-19 05:21:01
I'm the module leader for:
EFPM266 Principles of Language Learning
Supervision of postgraduate reserach
I'm interested in supervising research projects (MEd, EdD, PhD) in the following areas:
- bilingual education (two-way immersion, CLIL, one-way immersion education etc.)
- multilingual teaching and learning
- plurilingualism and education
- language education and society (especially social cohesion or social capital)
Information not currently available