Connecting knowledge(s) about language, learning and social justice in education

在全球范围内，越来越多的年轻人正在努力通过一种在校外生活中没有广泛使用的国际语言（最常见的是英语）进行学习（Dearden，2014; Milligan，2020）。研究压倒性地表明，使用不熟悉的教学语言（LOI）对学生的成绩产生不利影响，并导致质量差，不公平的教育经历（Afitska等人，2013; Alidou等人，2006年）。然而，尽管存在这些挑战，与英语相关的愿望仍然非常高，学生和家长报告说他们更喜欢英语教学（Qorro，2009; Ferguson，2013; Sah & Karki，2020）。这种对英语的渴望助长了政策制定者对变革的抵制，导致了一场充满争议且似乎无法改变的LOI辩论。该奖学金建立在博士研究的基础上，该研究探讨了坦桑尼亚两所中学学生的经验，那里的官方LOI是英语。博士研究发现，在LOI研究中缺乏与学生的声音和机构的有意义的参与，并解决了这一问题，产生了丰富的，社会上的学生的愿望和谈判他们的学校语言环境的经验。博士论文采用了一种理论方法，创新性地重新构建了LOI辩论，承认了所有对立方的关注点和优先事项。该奖学金旨在通过将其研究结果与其他与语言，学习和教育公正相关的知识联系起来，扩大博士研究的影响。首先，我将与年轻人和专业从业人员开展合作活动，共同为坦桑尼亚制作影响材料。这些将把研究结果与生活经验和对如何鼓励行为改变的理解联系起来，从而产生与当地有关的青年宣传和教师发展资源。其次，通过奖学金导师Lizzi Milligan博士，我将把我的博士研究与她的项目成果联系起来，该项目的重点是卢旺达的LOI和女童教育。通过共同制作政策简报和青年之声视频，这一综合知识将传播给更广泛的国际受众。第三，我将通过撰写期刊文章和提交会议论文来发展我的学术形象，这些论文将我的工作与跨学科的学术团体联系起来。最后，我将为未来的研究撰写建议，在我博士学位期间所做的工作的基础上，将类似的概念和方法论方法应用于英国学校的语言，正义和归属感问题。该奖学金还旨在培养支持我的学术职业发展所需的研究知识，技能和网络。建立不同形式的联系--与研究用户、更广泛的研究和政策议程以及学术界的联系--将需要并使我能够发展一系列重要的研究能力。建立这些联系和技能将大大加强我未来有影响力的研究能力。这个奖学金的专业发展目标的关键是与导师，米利根博士，谁是在该领域的成功和受人尊敬的学者的关系。语言在提高教育质量和公平性方面的关键作用已经得到了广泛的证明，但语言在国际教育政策和规划中很少得到优先考虑，这是研究人员真实的挫折感的来源（Tikly，2016; Milligan，Desai & Benson，2020）。如果要把语言问题推到最前沿，关键是要把知识联系起来，把年轻人、从业人员和研究人员的声音集中起来并加以放大。这个奖学金的目的是促进这些连接和发展的研究能力，我需要在这些辩论中发挥重要的和有影响力的未来作用。

Globally, increasing numbers of young people are struggling to navigate learning through an international language that is not widely used in their lives outside of school, most commonly English (Dearden, 2014; Milligan, 2020). Research overwhelmingly shows that the use of an unfamiliar language of instruction (LOI) has a detrimental impact on student outcomes and contributes to poor quality, inequitable educational experiences (Afitska, et al., 2013; Alidou, et al., 2006). Yet, despite these challenges, aspirations relating to English remain extremely high and students and parents report a preference for English-medium schooling (Qorro, 2009; Ferguson, 2013; Sah & Karki, 2020). This desire for English bolsters policy-makers' resistance to change, resulting in a fraught and seemingly immoveable LOI debate.This fellowship builds upon PhD research that explored the experiences of students in two secondary schools in Tanzania, where the official LOI is English. The PhD study identified an absence of meaningful engagement with students' voices and agency in LOI research and addressed this, generating a rich, socially-situated account of students' aspirations and experiences of negotiating their school language environments. The PhD thesis employs a theoretical approach that innovatively reframes the LOI debate, acknowledging the concerns and priorities of all opposing sides.This fellowship aims to extend the impact of the PhD research by connecting its findings to other knowledge(s) relating to language, learning and justice in education. Firstly, I will engage in collaborative activities with young people and expert practitioners to co-produce impact materials for Tanzania. These will connect the research findings to lived experiences and understandings of how to encourage behaviour change, resulting in locally- relevant youth advocacy and teacher development resources. Secondly, through the fellowship Mentor, Dr Lizzi Milligan, I will connect my PhD research to findings from her project focused on LOI and girls' education in Rwanda. By co-creating a policy brief and youth voice video, this combined knowledge will reach a wider international audience. Thirdly, I will develop my academic profile by writing journal articles and presenting conference papers that connect my work to an interdisciplinary academic community. Finally, I will write proposals for future research, building on the work done in my PhD, applying a similar conceptual and methodological approach to questions of language, justice and belonging in UK schools.This fellowship also aims to foster the research knowledge, skills and networks needed to underpin my academic career progression. Forging different forms of connections - to research-users, to broader research and policy agendas, and to the academic community - will both require and enable me to develop a range of important research capabilities. Building these connections and skills will greatly strengthen my capacity for impactful future research. Key to the professional development aims of this fellowship is the relationship with the Mentor, Dr Milligan, who is a successful and respected scholar in the field. Inclusion in the University of Bath research community also offers access to multiple formal and informal learning opportunities.The critical role of language in improving the quality and equity of education has been widely evidenced, yet it is a source of real frustration for researchers that language is rarely given priority in international education policy and planning (Tikly, 2016; Milligan, Desai & Benson, 2020). Connecting knowledge(s) and bringing together and amplifying the voices of young people, practitioners and researchers is key if language issues are be pushed to the forefront. This fellowship is designed to facilitate some of these connections and to develop the research capabilities I need to play a significant and influential future role in these debates.