Thursday June 18, 12:30 – 13:30
Cost: £55 – £110
Location: Online (Watch live or on catch up)
Content overview:
This engaging webinar will enable delegates to explore the creation and implementation of effective and inclusive language use policies and reflect on possible updates to existing policy and practice in this area.
Led by distinguished researcher, Dr Karen Forbes, this session will delve into the dual importance of supporting students’ home language use alongside immersive English language development. Drawing on her research, Dr Forbes will provision recommendations to help schools craft policies that enhance academic success, foster wellbeing and reflect best practices for diverse student communities. Don’t miss this opportunity to gain valuable insights and practical strategies for a truly holistic approach to language use in your school.
Training topics will include:
- The role of home language in student development
- Developing and implementing language use policies
- Research-informed practice
- Building a language-friendly school environment.
Learning outcomes:
- Understand the importance of balance between home language use to foster creativity, emotional and social wellbeing and opportunity for English language development
- Be equipped with evidence-based strategies for implementing a language use policy that reflects research-informed best practice
- Recognise how to balance academic excellence with inclusivity in multilingual student communities
- Leave with actionable steps to cultivate a supportive and language-rich environment for all learners.
Speaker:
Karen Forbes
Karen Forbes is an Associate Professor in Second Language Education at the University of Cambridge. She previously taught French and Spanish in secondary schools in England and has also taught English as a foreign language in a school in Spain and at a university in China. Karen’s current research is in the field of multilingualism in education and she has been involved in projects on language learning strategies, supporting EAL learners in the classroom and multilingual identity.
