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 academic work is at the cross-roads between language education, sociology, social psychology and politics. I work in contexts that are described as bilingual education, multilingual education, foreign language education, English as an Additional Language (EAL), or any other languages as additional languages (e.g. DAZ, FLE, etc.) as well as minority language education, as they overlap in many classrooms. I'm happy to hear from prospective students who wish to undertake research related to my research interests at Masters and Doctoral (EdD and PhD) level.
Publications include books on Languages and Social Cohesion (Meier & Smala 2021) and “The Multilingual Turn in Languages Education” (Conteh & Meier, 2014), and Multilingual Socialisation in Education (Meier & Wood, 2021, Meier 2018).
My roles in the university comprise, leadership of the MEd modules: “bilingual and multilingual approaches to language teaching and learning (EFPM292)” and “principles of language learning (EFPM266)”, as well as the co-ordination of the personal tutoring system.
Keywords: multilingual education, bilingual, plurilingual repertoire, social cohesion, multilingual turn, multilingual socialisation, complex identities, language socialisation.
ENROPE is an international, cooperative project aiming to provide high-quality qualification and networking structures for professional development for junior researchers in the field of language education and plurilingualism. The ENROPE project works at the interface of language education research and language teaching. ENROPE promotes inquiry-based and research-related classroom development that is sensitive to the linguistic ecology of classrooms and their environments.
University of Exeter was a project partner in ENROPE (2018-21)
ENROPE group (2021) ENROPE European Network for Junior Researchers in the Field of Plurilingualism and Education. Website
Co-founded by Erasmus+ Programme of the European Union
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(M-Soc self-study unit for educators open open for participation)
We have developed a self-study unit for educators at all levels and subjects that provides a structure to reflect on experience, practice and contexts, as well as to raise awareness of challenges and opportunities of using several languages in education. It takes about 30 mins to complete and works best on a bigger screen.
Study materials included: 1) a framework for reflection, 2) a downloadble PDF with your responses, 3) external URL links with teaching ideas, 4) a related article (Meier, 2018) free of charge.
Resource for teacher educators and for professional development: PDFs generated by the survey can be used for group discussions as part of pre-service and in-service training. However, participation should always be voluntary. The survey is based on an article that can act as alternative self-study material: Meier (2018).
What survey users say:
- “Wow, what an interesting unit! I really enjoyed it and it got me thinking.” (teacher educator, UK)
- “Very simple to use and a great audit tool.” (primary teacher, UK)
- “It really made me want to give multilingualism more/a space in my lessons”. (English teacher, vocational college, Switzerland)
Self-study unit designed by Gabriela Meier and Anita Wood (2019)
This research project resulted in an evaluation of a English-French bilingual school in London (2010-12). The project was funded by Esmée Fairbairn Foundation. Full report
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
Meier, G. (2018). Multilingual socialisation in education: Introducing the M-SOC approach. In Language Education and Multilingualism: The Langscape Journal, Vol. 1, pp. 103-125.
Meier, G. (2017) The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection. Applied Linguistics Review. 8 (1): 131-161.
Bilingual Immersion Education Network - www.bien.org.uk
Fellowship of the Higher Education Academy
MA and PhD European Studies, University of Exeter (UK)
PGCE University of Plymouth (UK)
BA Translation, Zurich University of Applied Sciences (ZHAW, Switzerland)
Vocational degree in Business Administration (KV Zürich Business School, Switzerland)
Research group links
My reserach interests have been inspired by my own migratory, linguistic and academic biography and experiences, having studied, worked and lived in the German and and French part of Switzerland, Spain, and in the UK.
Perspectives: I use perspectives of social cohesion, social psychology and applied linguistics (multilingualism, plurilingualism, language identity, language socialisation, language policy and planning) to tackle over-arching questions such as:
- What role do language repertoires and societal multilingualism play in the life of individuals and societies?
- What role do language repertoires and societal multilingualism play in educational contexts?
Methodology: I adopt pragmatic critical approaches to research, guided by my research participants' concerns, contextual observations and reserach questions. I use a range of quantitative and qualitative methods, including mixed methods to collect and analyse data, such as inferential statistics and thematic analysis. I engage in primary research with participants, as well as in documentary analysis and literature reviews.
Supervision: I support masters and doctoral projects (see supervision tab), and I am happy to hear from prospective students and colleagues who consider doing a doctorate in fields related to the above.
2017 - Together with Anita Wood, we have designed a self-study unit and research survey based on a multilingual socialisation framework (Meier, 2018). This is now open for participation.
2017- 2022 Together with Simone Smala (University of Queensland) and Helen Lawson (University of Exeter), I devleoped a systematic literature review, which resulted in a body of literature (n=285). This is theorised, analysed and discussed in a book: Meier & Smala (2022). Languages and Social Cohesion a Transdisciplinary Literature Review. Routledge (available from 26 July 2021).
2016-2020 Together with Emese Hall (University of Exeter) and a group of postgraduate researchers (University of Exeter), we have developed and trialled collaborative drawing for literacy engagement and identity affirmation in multilingual settings and developed some guidance for practice and research. Gabriela Meier, Emese Hall, Xuying Fan, Jingya Liu, Tian Yan, Hamad Alshaikhi& Younis Al Shabibi (2019). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Tilburg Papers in Culture Studies (Paper 231).
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. (see Meier, 2018).
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'. (see Meier 2017).
2015-16 Together with Birgit Schumacher, I conducted a documentary analysis to understand the conditions that led to and enable the institutionalisation of the Berlin State-Europe Schools (Staatliche Europa-Schule Berlin) that offers bilingual education in nine different language combinations. (see Meier and Schumacher, 2016)
(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 Meier (2012). Directory of bilingual education programmes in the UK and Australia: www.bien.org.uk
(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 (see Meier and Daniels, 2013) .
(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. (See Meier 2009, 2010, 2014).
ENROPE - Network for early-career reserachers working in the field of plurilingualism
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
NALDIC - The national subject organisation for English as an additional language (UK)
- 2018 European Union
ENROPE is an international, cooperative project aiming to provide high-quality qualification and networking structures for early-career researchers in the field of language education and plurilingualism.
- 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 2021-11-27 18:07:59
I'm module leader for:
EFPM266 Principles of Language Learning
Office hours for MEd TESOL students: Monday 14.30-15.30 (or by appointment)
- EFPM266 - Principles of Language Learning for TESOL
- EFPM292 - Bilingual and Multilingual Perspectives on Language Learning and Teaching