Impact case study database

Adger was contacted in 2015 by ITV to design two languages for a fantasy show, Beowulf: Return to the Shieldlands, which aired in 2016 attracting about 2,500,000 viewers where the producer of the shows states:

‘[Adger’s] work was of real benefit to the production team, feeding into the overall production process. It helped to make us aware of the importance of linguistics in building a credible world, as well as influencing choices we made in presentation of the creatures in the series, and helping to create a sense of authenticity in the final product.’ [5.2]

This experience led him in 2016 to develop an undergraduate module on constructing languages based on his own research. Following the success of this, Adger, van Urk and Harbour integrated their research into new teaching materials for KS4 students at a Widening Participation Summer School in 2017 held at Queen Mary. Adger and van Urk then set up the Queen Mary Invented Languages Scheme, with the aim of developing teaching materials and training for all levels of education using the method. The first partnership was developed with the Centre for Literacy in Primary Education (CLPE), a major national educational charity, whose director had become interested in the idea after reading a blog by Adger.

Development of educational training implemented in the National Curriculum

CLPE had identified that a method for improved engagement with both phonics and the grammatical terminology elements of the KS1/KS2 parts of the National Curriculum was needed. CLPE and the Queen Mary team worked together to develop CPD training for primary education (March 13^th 2019; March 10^th 2020; March 11^th 2021 rescheduled due to COVID-19). 15 Primary Schools and other organizations, including international organizations (e.g. Fettes College in Guangzhou, China; the Queen Rania Organization of Jordan), sent individuals to be trained in how to use the technique. CLPE note from their formal evaluation that ‘100% of participants rated the course as effective professional development’ and CLPE further state:

‘we use[d] the results of the research […] in co-creating materials for training primary school teachers […] We are keen to embed this approach in our training and development programme moving forward and after revising and repeating the delivery in 2019/20, the course will be part of our specialist course programme in 2020/21’.

The ‘very positive impact’ of this ‘rich addition to the programme’ has resulted in CLPE integrating it into their specialist course program. These courses are offered each year and function as CLPE’s primary way to provide CPD training to primary schools in particular areas of need [5.1].

Changes in school and public engagement with constructed languages

Adger documented the Beowulf experience in his 2019 popular science book Language Unlimited (approx. 4000 hardback/kindle sales August 2019-2020 [5.2]) and in a number of articles, blogs and podcasts aimed at the general public (YouTube Public Lecture for ABRALIN, BBC Science Focus, Slate, two Psychology Today blogs) and at teachers (a podcast for In Plain Language, articles for E-Magazine, with downloadable materials [5.6], an online discussion for the English Shared Futures conference which involved teachers from Primary to Tertiary education [5.2]). Because the Constructed Languages approach directly engages students’ creativity, it provides a new way to cover the grammatical aspects of the National Curriculum which teachers and their advocates have found dry and challenging to engage with (e.g. Rosen, The Guardian). This meant that teachers who had found out about the project via the book, articles, blogs, twitter and podcasts, spread the word, leading to further partnerships (e.g. Letters from Farnborough College, Bilborough [5.4]).

By June 2020, a diverse range of 55 Schools and educational organisations (including CLPE) have benefitted from the Queen Mary Constructed Languages approach in different ways [5.3 provides an index of activities, schools and evidence; 5.4 provides letters from Schools detailing their engagement and/or listing other schools that have taken part in projects they convened; 5.5 provides evaluation forms where available as further feedback]:

1. enhancing CPD programmes by integrating Constructed Languages sessions (CLPE involving 15 schools, e.g. Eltham School, Farnborough Academy)

2. sending students to specialised workshops (e.g. Bath High, Putney High)

3. establishing Constructed Language activities to enrich extra-curricular offerings (e.g. Woodbridge School’s World Book Day, Christ College Finchley’s two-day workshop)

4. using Queen Mary materials to provide new ways of learning in outreach events (e.g. Westminster School’s Platform Plus, involving seven other schools; Sutton School’s Languages Festival, involving eight other schools; INSET day at Queen Mary with seven schools)

5. using materials for supporting curricular learning through student projects (Hailyborough High, Queens College).

Enhanced pupil engagement and improved teaching materials

Some schools have engaged in different ways. Uxbridge Academy in 2019 used Queen Mary research to develop ongoing legacy materials for the Frameworks section of A-level English Language (KS5), with teachers commenting ‘this has led to measurable improvements in student engagement and results’. Following a CPD session, Farnborough College found the method ‘so inspiring that we decided to integrate the ideas into our English Language A-level curriculum as part of the Language Frameworks topic’ and commented that it was especially helpful for ‘new teachers and those with a non-linguistic background to develop their subject knowledge further’ [5.4]. The lessons (due to take place in May/June 2020) were postponed to May/June 2021 because of COVID-19. Woodbridge School Librarian, who attended Queen Mary CPD training, and Woodbridge Head of English at KS3/4, co-created materials with Adger for use with over 300 Year 8 students. The school considers this ‘an exciting and innovative way of maintaining phonological and grammatical knowledge learned at KS1/KS2 and often lost at KS3 and 4’ [5.4]. The planned use of this material (May 2020) was unfortunately postponed to May 2021 because of COVID-19, although, like Farnborough, the impact on the teaching plans and curriculum is in place, with future expansion planned.

Further activities have been planned for the 2021-22 academic year (e.g. LEH School CPD; Haberdashers CPD and Workshop) and Adger and van Urk have co-authored an article on the approach, to create further pathways to impact [5.7].

Research on British and World Englishes has resulted in three key areas of impact: curriculum content reform, teacher training, and student understanding.

Sharma and Cheshire first consulted 45 teachers (10/2017, KS3/GCSE/A-Level/ESOL). Cheshire had previously created materials on one theme (Multicultural London English, REF2014 ICS); teachers requested expanded content in this accessible format. They cited an urgent need to build technical expertise, meet exam board requirements to be research-led, and equip students with updated knowledge and skills. To maximise relevance to subject specifications, Sharma consulted a UK-wide advisory panel (18 teachers, senior examiners, lead moderator of AQA English Language) and identified six core curriculum domains.

Sharma then created Teach Real English! ( www.teachrealenglish.org) as an interactive resource for teachers to update their A-level English Language content, all based on Queen Mary’s sociolinguistics research: (i) 30 Teaching Units with audio recordings, transcripts, state-of-the-art analysis based on underpinning research, and classroom guidance: (ii) Linguistics Research Digest: 217 easy-to-read summaries of relevant recent academic articles; (iii) 17 guided Language Investigation projects for students; and (iv) technical Glossary. A-Level English Language teachers and students are primary beneficiaries. GCSE/EFL/EAL teachers and the general public are secondary beneficiaries.

Shaping GCE A-Level English Language curricula and teacher training

The national AQA English Language lead moderator and trainers have used this research to update national curricula and AQA-led teacher training courses [5.4]. They describe the research as ‘instrumental in helping to update the A-Level English Language curriculum’ [5.4], ‘crucial in moving the A-Level English Language curriculum forward’ and supporting ‘fundamental changes in the types of social concepts, theories, and language use teachers and students focus on in class’ [5.4].

The research team provided training via 18 teacher workshops and talks [5.1, UK-wide attendance by >100 schools], 5 articles in professional publications [5.2], and sustained social media contact with hundreds of GCE/GCSE teachers [5.7]. This has led to very high, sustained website traffic: 779,442 visitors (1/8/2013-30/8/2020), avg. 10,689/month [5.3]. The most frequently accessed Teaching Units cover Queen Mary research on ethnic minority speech, social class, and regularity of language change, equipping teachers and students with technical understanding and combating misrepresentations of dialect superiority.

Feedback provided by 52 teachers [5.5] confirms changes in both understanding (‘more up-to-date concepts and ideas (AO2 in exam board parlance)’) and practice (‘specific examples to analyse in the form of transcripts (AO1 skills)’). Examiners and teachers actively promote the content via AQA textbooks [5.6], professional magazines [5.2], and Social Media [5.7], e.g. ‘what a great resource […] to add to my teaching library’ and ‘looking forward to teaching this [resource]’.

Influencing GCE A-level English Language student understanding

Official AQA reports embed this research in curriculum and report student uptake [5.8]. The lead moderator of AQA English Language states:

‘[e]xaminers have reported seeing the influence of these interventions in the work produced by students in recent exam responses… the national AQA report for 7702/2 specifically mentions Teach Real English! content that has appeared in students’ answers (‘More successful students… discussed the repertoire analysis by Devyani Sharma’) It is rare to see resources like this have such a rapid impact on student work’ [5.4].

Surveyed students report uptake, e.g. ‘extremely useful, as it gave me a range of data and information for me to use in exam questions’ [5.5]. Teachers report benefits for students in understanding (‘it increases their chances of getting good grades as they are exploring new and different ideas… begins to prepare them for university’) and awareness (‘vital for getting them to see that people's everyday speech was a valid subject for analysis and not ‘wrong’ or ‘ungrammatical.’ [5.5]). Students acquire content via in-class teaching, textbooks [5.6], school websites [5.9], and talks at student/school events [5.1]. Teachers routinely direct students to the materials (‘Year 13 mock revision – accent and dialect and language and occupation combined. SO useful!!’ [5.7]) and engage students in media coverage of the research [5.7 p.4,9].

Impacting on EFL/ESL/EAL teaching content and delivery

The National Association for English as an Auxiliary Language (NALDIC formerly known as) requested an article on the resources for their EAL journal [5.2], in order to address ‘addresses areas that have typically been underrepresented, certainly in NALDIC’s output’ [5.4]. EAL teachers attending workshops echoed this need, reflecting on their use of the materials:

‘particularly for my C1/C2 students the actual focus on different accents and differing styles (hedging and discourse markers) helps them achieve native or near-native ability’ [5.5].

The website sees high traffic [5.3] from international EAL/ELT organisations/teachers, e.g. ‘fantastic Spoken London English resources with recordings, transcripts, and discussion points. Great for teaching pron! by researchers’ (Poland) [5.7].