Ongoing projects:

  • September 2021-July 2024:        

    PRIMERA: Pratiques en immersion et recherche autonomisante

    Latisha Mary (University de Strasbourg/INSPE), Véronique Lemoine (University de Lorraine/INSPE de l’Académie Nancy- Metz), Anne Choffat-Dürr (University de Lorraine/ESPE de l’Académie Nancy-Metz), Carmenne Kalyaniwala (University de Lorraine/ESPE de l’Académie Nancy-Metz)

    Funded by the IFÉ (Institut Français de l’Education) http://ife.ens-lyon.fr/ife network the project was awarded the status of LéA (Lieux d’Éducation Associés) http://ife.ens-lyon.fr/lea/lea-english-version starting in September 2021 for a period of three years.

    This participatory, longitudinal study in one school wide bilingual school programme (English-French) draws on filmed observations and semi-structured interviews with the teaching staff of the entire school, inspectors and policy makers. The study aims to accompany the actors involved to implement inclusive bi-multilingual language policies and practices in the classroom. The whole school approach is designed to empower the educators and policy makers as they develop sustainable tools and materials  to support their bi-multilingual pupils.

    2019-2022  

    LoCALL (Local Linguistic Landscapes for global language education in the school context) https://locallproject.eu/

    Silvia Melo-Pfeifer, Université de Hambourg; Latisha Mary & Andrea Young, Université de Strasbourg; Monica Lourenço, Université d’Aveiro; Joana Duarte, Université de Groningen; Melinda Dooly, Université Autonome de Barcelona

    LoCALL examines multilingualism in ordinary places and in everyday lives. By involving both teachers and pupils in mapping local linguistic landscapes, it aims to harness the multilingualism that is all around us for language and intercultural education.

    September 2019 – July 2022       

    BEAM : Recherche Participative pour le développement du langage et de la littératie des enfants bilingues émergents à l’école maternelle (Participatory research to support language and literacy development of emergent bilingual and bilingual children in pre-school).

    Latisha Mary & Andrea Young, University of Strasbourg

    Participatory, longitudinal research in 3 multilingual pre-schools in France to support emergent bilingual and bilingual children’s learning, literacy and language development and well-being through a whole school collaboration including pre-school children, head teachers, teachers, parents, classroom assistants, local policy makers and researchers.

    September 2018- July 2021 :       CIPRADEF : Pratiques discursives d’évaluation en classe d’immersion et leur effet sur le développement des compétences en langues (Assessment practices and teacher discourse within one school wide immersion programme)

    Anne Choffat-Dürr (University de Lorraine/ESPE de l’Académie Nancy-Metz), Stéphanie Lerat (University de Lorraine/ESPE de l’Académie Nancy-Metz), Véronique Lemoine (University de Lorraine/ESPE de l’Académie Nancy- Metz), Latisha Mary (University de Lorraine/ESPE de l’Académie Nancy-Metz)

    This participatory, longitudinal study in one school wide immersion programme (English-French) draws on filmed observations and semi-structured interviews with the teaching staff of the entire school, inspectors and policy makers. The study aims to investigate the language policies, practices and discourse of the actors involved and to foster greater awareness of  the role of language policies and practices in children’s learning and developing identities. 

    2017-present                            

    Teachers’ attitudes, beliefs and knowledge (ABK) about multilingualism

    Clare Cunningham (York St John University); Päivi Juvonen (Linnæus University) Andrea Schalley (Karlstad University), Kutlay Yagmur (Tilburg University), Andrea Young (Université de Strasbourg/ESPE de l’Académie de Strasbourg), Latisha Mary (Université de Lorraine, ESPE de l’Académie Nancy-Metz), BethAnne Paulsrud, (Dalarna University), Galina Putjata (University of Münster), Sultan Turkan (Queen’s University of Belfast)

    Previous Research 

    2014- 2018                                             

    PIPSL3 : Supporting language diversity, language development and literacy in multilingual pre-schools

    Latisha Mary (University of Lorraine/ ESPE de l’Académie Nancy-Metz) & Andrea S. Young (University of Strasbourg/ESPE de l’Académie de Strasbourg), (With the technical help of François Horvat de la Fabrique de l’Université de Strasbourg/ESPE de l’Académie de Strasbourg)

    2017-2019 :                             

    Developing teacher intercultural competence through online exchanges

    Latisha Mary (University of Lorraine, France), Barburan Uzum (Sam Houston University, USA), Bedrettin Yazan (University of Alabama, USA), Sedat Akayoğlu (Abant Izzet Baysal

  • Plurilinguisme et inclusion en petite section – Langues, langages et littéracie
  • Teacher education for linguistic and cultural diversity using a PBL approach
  • Developing Teacher Intercultural Competence Through Online Exchanges
  • Teachers’ attitudes, beliefs and knowledge of bi/multilingualism