Research gate

Current Research projects

Latest projects:

ACTIN: ACT and connect for INtegration

ACTIN aims to support and reinforce the integration and inclusion of migrant children and adolescents in education and by extension in European society as a whole.

PLURIWELL: Fostering the plurilingual wellbeing of language teachers

PLURIWELL is a project funded by the European Centre for Modern Languages that aims to support teachers in exploring and strengthening their plurilingual wellbeing. Through practical resources, reflection and experimentation, the project encourages teachers to become more aware of and value their own linguistic repertoires, and to develop greater confidence in drawing on them in their personal and professional lives.

The project is grounded in the idea that teachers’ plurilingual wellbeing is an important foundation for successful plurilingual education. Plurilingual wellbeing involves recognising and valuing the potential of one’s own linguistic repertoire and feeling comfortable using it in a variety of contexts. By strengthening teachers’ plurilingual wellbeing, PLURIWELL seeks to support their confidence and agency and foster positive engagement with linguistic diversity in education.

RE-PAIRS: Rechercher ensemble sur le plurilinguisme articulé à l’Immersion et faire ressource entre pairs

RE-PAIRS focuses on the collaborative development of teaching and teacher education resources between three schools in Nancy, France. Building on the outcomes of the 2021–2024 LéA project, REPAIRS explores how changing roles among the different participants can support collaborative professional development. Two new dimensions have been introduced: incorporating parents’ voices into the development of resources and disseminating the resulting resources internationally through an online platform.

Latest publications

Mary, L., & Young, S. A. (2026). Home-school partnerships with multilingual families. In C. Ollivier & S. Melo-Pfeifer (Eds.), Encyclopédie de l’éducation plurilingue / Encyclopaedia of plurilingual education (pp. 80–82). Peter Lang. https://doi.org/10.3726/b23455

Mary, L., Lemoine-Bresson, V. & Choffat-Dürr, A. (2023). Se distancier du principe monolingue en programme d’enseignement en immersion. Recherches en didactiques, 36, 3-24. https://shs.cairn.info/revue-recherches-en-didactiques-2023-2-page-85?lang=fr

Mary, L., Lemoine-Bresson, V., & Choffat-Dürr, A. (2023). Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies. Language Awareness, 32(2), 1-19. https://doi.org/10.1080/09658416.2023.2204237

Mary, L., & Young, A. S. (2023). Nurturing critical multilingual awareness with pre-service (pre) primary teachers through an interdisciplinary, project-based approach. Language Awareness, 32(4), 621-644. https://doi.org/10.1080/09658416.2023.2274551

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