University of Bristol
The School of Education at the University of Bristol has a long and proud history of women’s education. This June, our PGCE History student teachers explored the work and achievements of Dr Eliza Walker Dunbar (1845–1925): a pioneering physician, campaigner and founder of the Bristol Private Hospital for Women in Berkeley Square – now home to the School of Education. (more…)
Despite passing language exams required to enter UK universities, many international students report experiencing high levels of anxiety when required to speak in English (Chen & Curdt-Christiansen, 2024). Foreign language anxiety is the nervousness people feel when they have to speak in a language that is not their mother tongue (Horwitz et al., 1986). This anxiety may refer to concerns regarding accurate language use or the speaker’s own ability to represent themselves in another language. As the use of English is essential for international students’ academic and daily life, foreign language anxiety can have significant impacts on their experience. (more…)
Recently, I had the pleasure of facilitating a hands-on workshop titled “Using Play-Doh as a Creative Research Method” for an audience of doctoral students, educators, and researchers. This was organised by the Language, Literacies and Education Network (LLEN) as part of the Bristol Conversations in Education series at the School of Education. The workshop introduced participants to the possibilities of using Play-Doh not just as a pedagogical strategy, but also as a legitimate method for qualitative research. (more…)
University of Bristol graduate Jasrael Stokes recently completed her doctorate, earning a PhD from the School of Education. We caught up with her to discover what encouraged her to continue studying for her PhD at Bristol after completing her Masters in Psychology of Education with us, and where she hopes her academic achievements will take her next.
My name is Jasrael. I’m from Seattle, Washington, in the United States, but have now lived in Bristol for eight years with my two lovely cats. Before coming to Bristol for my Master’s, I taught English in public elementary and junior high schools in Osaka, Japan for four years. I’m passionate about language learning and teaching, and I am constantly learning languages as a hobby. I am fluent in Japanese, have a pretty good understanding of Spanish, and can comprehend Korean, Mandarin, and German to varying degrees!
By Rodolfo Benites, School of Education, University of Bristol
On November 8th, 2024, the University of Bristol hosted two events to celebrate Professor Diane Reay, Emeritus Professor of Education at the University of Cambridge, for her trajectory. This blog post shares insights about both spaces and why learning about her legacy might be essential to new education researchers. (more…)
Helen Aberdeen, Senior Lecturer in Education, PGCE Subject Lead, Modern Foreign Languages, School of Education
Recent policy documents and reforms in teacher education have led to an ever stronger imperative for teachers and trainee teachers to engage with research. The most recent Ofsted inspection handbook (2020) for initial teacher education (ITE) describes a good curriculum as one which ‘is designed to ensure that trainees engage with up to date or pertinent research findings’.
This aspiration is reflected in the Core Content Framework (CCF) for ITE, published as part of the wide-ranging reforms to teacher education in 2020. The CCF lays out a minimum level of core knowledge and skills which all trainees should acquire during their training. It consists of a series of ‘know that’ and ‘know how to’ statements, aligned to the 8 Teachers’ Standards. The ‘know that’ statements purport to be based on the ‘best available evidence’, and the foreword to the CFF (2019) encourages trainee teachers and their mentors to engage more deeply with the detailed bibliography ‘to support their critical engagement with research.’ (more…)
Why academic evidence is urgently needed if we are serious about supporting children’s language development
By Dr Ioanna Bakopoulou, University of Bristol and Professor Liz Washbrook, University of Bristol
In the UK, it is currently estimated that 1.9 million children are behind with their talking and understanding of words (Speech and Language UK, 2023). This is the highest number ever recorded and marks an unprecedented increase – particularly prevalent in areas of social deprivation. In fact, the increase in speech, language and communication needs is so great that now meets the criteria to be considered a public health problem (Law et al., 2017). (more…)
We spoke with Dr. Siân Ephgrave, a former Education PhD student at the School of Education, who was recently awarded the Faculty of Social Science and Law Doctoral Prize for 2024! We found out all about her reaction to winning the prestigious prize, Sian’s experience studying with us, and what she plans to do now.
My name is Siân Ephgrave and I live in East Bristol with my daughter and partner. I grew up in North London and attended my local state primary and secondary schools, and sixth form college, before completing my undergraduate degree in English at Swansea University.
I was a secondary school teacher of English from 2003 until 2015 when I was awarded a full scholarship by the Economic and Social Research Council to undertake doctoral research into teacher wellbeing.
By Cathy Shail, PhD, School of Education
As part of the literature review research for my doctoral study, a phenomenology into reading for pleasure at A-level in German, I conducted an expert interview with Katrin Kohl, Professor for German literature at the University of Oxford.
Her book Modern Languages – why it matters was of great interest and there were some ideas she raised that I felt were relevant to my study. I was also eager to glean the perspective of a modern linguist on the topic of reading for pleasure and second or third language acquisition.
The questions I designed were aimed at exploring her views on the reading for pleasure process, its impact and role in language acquisition as well as meaning-making. The A-level literary curriculum and examples of accessible reading in German for young linguists were other aspects upon which I was equally keen to seek her opinion. (more…)
Cathryn Knight, University of Bristol; Joanne Banks, Trinity College Dublin, and Noel Purdy, Queen’s University Belfast
In the UK and Ireland, children who have significant special educational needs and disabilities can receive their education outside mainstream school. This often takes place in “special schools” or “special classes”.
In the UK, as well as the Republic of Ireland, legislation sets out that children have the right to attend mainstream education. This right cannot be refused based on the complexity of the child’s needs. However, many children are educated in specialist schools, and the devolved governments of the UK, and Ireland, have taken differing approaches to this provision.
But there is a problem. Across the UK and Ireland, there are far fewer places available in specialist schools and classes for the number of children identified with needs significant enough to warrant a place. (more…)