Key publications
Meier GS (2018). Multilingual socialisation in education: Introducing the M-SOC approach.
Language Education and Multilingualism: the Langscape Journal,
1, 103-125.
Abstract:
Multilingual socialisation in education: Introducing the M-SOC approach
This article provides an overview of monolingual norms, which are considered pervasive in education (Ortega, 2014, Cruickshank, 2014; May, 2014) and proposes a multilingual socialisation approach. Various monolingual practices have been observed, recognised and discussed by applied linguists, language educators and socio-linguists for the last 30 plus years (May, 2014; Conteh & Meier, 2014), and have been referred to as “damaging deficit approaches” (Ortega, 2014, p. 32). This has led to a call for collective research action (Ortega, 2014) and for greater teacher guidance (Weber, 2014; Meier, 2017) in order to question monolingual thinking. The theoretical review, here presented, draws on literature related to monolingual norms as well as alternative multilingual approaches, and links these to language socialisation perspectives. The result consists of 96 guiding statements combined in a theory-informed approach that can be used for reflection, practice and research in the field of multilingual socialisation in education. Cognisant of the important role teachers play in their learners’ language socialisation (Friedman, 2010), this article is an invitation for educators and teacher educators to engage with theory, actively join the debates, and participate in a collective international research project based in Exeter. The latter has the aim of developing deeper understandings of what, how, where and why multilingual approaches may work, and equally important what approaches do not work in certain contexts, and why not.
Dieser Aufsatz bietet eine Übersicht über einsprachige Normen, die im Bildungssektor weit verbreitet sind (Ortega, 2014, Cruickshank, 2014; May, 2014), und macht einen Vorschlag für einen mehrsprachigen Sozialisationsansatz. Unterschiedliche einsprachige Praktiken werden in der angewandten Linguistik, im Sprachbildungswesen und in der Soziolinguistik seit rund 30 Jahren beobachtet, beschrieben und diskutiert (May, 2014; Conteh & Meier, 2014), und werden als „schädliche Defizitansätze“ (Ortega, 2014, p. 32, meine Übersetzung) bezeichnet. Diese Situation führte zum Ruf nach kollektiver Forschungsaktivität (Ortega, 2014) und nach entsprechenden Handreichungen für Lehrkräfte (Weber, 2014; Meier, 2014), um einsprachige Denkweisen zu hinterfragen. Die hier präsentierte theoretische Übersicht stützt sich auf Literatur über ein- und mehrsprachige Ansätze und bringt diese in Verbindung mit Perspektiven der Sprachsozialisation. Das Ergebnis sind 96 Leitsätze, die in einem theoretisch fundierten Ansatz zusammengefasst werden und Reflexion, Praxis und Forschung im Bereich der mehrsprachigen Sozialisation im Bildungswesen ermöglichen. Im Anbetracht der Tatsache, dass Lehrpersonen eine wichtige Rolle in der sprachlichen Sozialisation von Lernenden spielen (Friedman, 2010), ist dieser Aufsatz als Einladung für Lehrpersonen in Bildungsstätten und in der Lehrerbildung gedacht, die sich so aktiv an dieser Debatte sowie an einem in Exeter situierten internationalen Forschungsprojekt beteiligen können mit dem Ziel, unser Wissen in Bezug auf was, wo, wie, warum und in welchem Kontext funktioniert, und gleichermaßen warum etwas nicht funktioniert, zu vertiefen.
Abstract.
Meier GS (2016). The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection.
Applied Linguistics Review,
8(1), 131-161.
Abstract:
The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection
This study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, the multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, the multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.
Abstract.
Meier G, Schumacher B (2016). “The right to mother-tongue education for migrants in this city“: Factors influencing the institutionalization of a two-way bilingual immersion program in Berlin. In Kagan O, Carreira M, Chik C (Eds.)
A Handbook on Heritage Language Education: from Innovation to Program Building, New York: Routledge.
Abstract:
“The right to mother-tongue education for migrants in this city“: Factors influencing the institutionalization of a two-way bilingual immersion program in Berlin
Abstract.
Meier G (2014). Multilingualism and social cohesion: Two-way immersion education meets diverse needs. In Conteh J, Meier G (Eds.) The Multilingual Turn in Languages Education: Oppoertunities and Challenges, Multilingual Matters.
Meier G, Daniels H (2013). "Just not being able to make friends”: Social interaction during the year abroad in modern language degrees.
Research Papers in Education,
2(28), 212-238.
Abstract:
"Just not being able to make friends”: Social interaction during the year abroad in modern language degrees
There is a wide consensus that during their year abroad higher education (HE) language students should improve their language skills in contact with native speakers in the host community. Research shows, however, that many students find it difficult, if not impossible, to make meaningful contact to locals, and some consider the lack of it as a personal failure. Student data from interviews (n = 24) and a nominal voting exercise (n = 12), as well as tutor data (n = 11) from the University of Bath were analysed and are discussed from three perspectives: Jim Coleman’s concentric circle model, social capital theory and sociocultural theory. This illustrates that the list of objectives frequently used in the context of the year abroad should also emphasise participation in and contribution to the local community as a key objective. The article argues that students should be made aware of these crucial aims, and they should understand that neither participation nor contribution opportunities appear automatically. Indeed, students are required to make a concerted effort in an unfamiliar and complex social situation. This may mean that students need support to reconceptualise their identity as second language learners and develop greater learner agency before and during the year abroad.
Abstract.
Publications by category
Books
Meier G, Smala S (2021).
Languages and Social Cohesion a Transdisciplinary Literature Review., Routledge Advances in Sociology.
Abstract:
Languages and Social Cohesion a Transdisciplinary Literature Review
Abstract.
Conteh J, Meier G (eds)(2014). The Multilingual Turn in Languages Education: Opportunities and Challenges., Multilingual Matters.
Conteh J, Meier G (2014).
The multilingual turn in languages education: Opportunities and challenges.Abstract:
The multilingual turn in languages education: Opportunities and challenges
Abstract.
Meier GS (2010). Social and intercultural benefits of bilingual education: a peace-linguistic evaluation of Staatliche Europa-Schule Berlin. Frankfurt a.M, Peter Lang.
Journal articles
İnce MA, Meier G (2023). Plurilingual repertoires and identity constructions in transit states of the Arabian Gulf: a language portrait study with young people in a Turkish school. Focus on ELT Journal, 5(1), 74-97.
Viebrock B, Meier G, Aisabahi R (2022). DISSECTing multilingual research in the field of language education: a framework for researcher development.
Fremdsprachen Lehren und Lernen,
51(2), 10-25.
Abstract:
DISSECTing multilingual research in the field of language education: a framework for researcher development
Our contribution presents the DISSECT framework we have developed in order to foster the reflexive education of plurilingual researchers regarding contexts, approaches and opportunities of multilingual research. The framework focusses on multilingual social contexts, within which research takes place, and on plurilingual researchers and their individual linguistic resources. We discuss the scope and dimensions of multilingual research approaches and systematise six language-related aspects of decision-making during the research process. We then consider the systemic perspective, extend our considerations to the international research community and discuss the opportunities and challenges of multilingual research approaches with regard to the hegemonic role of English in academic contexts. Our examples illustrate specific language-related choices in the research process and possible consequences. We discuss how plurilingual researchers can be encouraged to systematically reflect on language-related aspects of their research process as a way of not only supporting multilingual research approaches, but also social justice aspects that are related to this. While our considerations take the field of language education research as their starting point, the proposed framework is also applicable to other disciplines.
Abstract.
Hennig-Klein E-M, Abendroth-Timmer D, Butterer H, Etuş Ö, Fliegner A, Günay D, Koch C, Meier G, Osorio Vázquez MC, Quint AC, et al (2022). Sprachlich-kulturelle Mittlung in einer digitalen Lernumgebung: Das Forschungsprojekt Virtual Multilingual Learning Encounters in the Language Classroom (ViMuLEnc).
Erziehung und Unterricht,
9-10, 2022, 582-592.
Abstract:
Sprachlich-kulturelle Mittlung in einer digitalen Lernumgebung: Das Forschungsprojekt Virtual Multilingual Learning Encounters in the Language Classroom (ViMuLEnc)
Der vorliegende Beitrag liefert Einblicke in ein virtuelles Schulprojekt, in dem Schülerinnen und Schüler der gymnasialen Oberstufe im Rahmen einer außercurricularen Arbeitsgemeinschaft mit internationalen Forschenden, Hochschuldozierenden und Lehramtsstudierenden (im Folgenden Expertinnen und Experten) zu globalen Themen in den Austausch kamen. Hierbei sollten die Lernenden authentische Gesprächssituationen erleben, in denen sie sich motiviert fühlten, neben der Lingua franca Englisch ihr mehrsprachiges und plurikulturelles Repertoire zu nutzen und weiterzuentwickeln. Nachfolgend werden erste Erkenntnisse zu sprachlich-kulturellen Mittlungsprozessen und zur Sicht einiger Schülerinnen und Schüler auf die digitale und mehrkulturelle Projektumgebung
vorgestellt.
Abstract.
Meier G, Wood A (2021). Multilingual socialisation in education (M-SOC): educator engagement and potential for collective action. International Journal of Multilingualism, 18(4), 619-633.
The ENROPE Group (2021). The ENROPE Project for Junior Researchers in the Field of Plurilingualism and Education – an Introduction. Language Education and Multilingualism – the Langscape Journal, 3, 218-223.
Meier G, Hall E, Fan X, Liu J, Yan T, Alshaikhi H, Al Shabibi Y (2019). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Tilburg Papers in Cultural Studies, 1-37.
Meier GS (2018). Multilingual socialisation in education: Introducing the M-SOC approach.
Language Education and Multilingualism: the Langscape Journal,
1, 103-125.
Abstract:
Multilingual socialisation in education: Introducing the M-SOC approach
This article provides an overview of monolingual norms, which are considered pervasive in education (Ortega, 2014, Cruickshank, 2014; May, 2014) and proposes a multilingual socialisation approach. Various monolingual practices have been observed, recognised and discussed by applied linguists, language educators and socio-linguists for the last 30 plus years (May, 2014; Conteh & Meier, 2014), and have been referred to as “damaging deficit approaches” (Ortega, 2014, p. 32). This has led to a call for collective research action (Ortega, 2014) and for greater teacher guidance (Weber, 2014; Meier, 2017) in order to question monolingual thinking. The theoretical review, here presented, draws on literature related to monolingual norms as well as alternative multilingual approaches, and links these to language socialisation perspectives. The result consists of 96 guiding statements combined in a theory-informed approach that can be used for reflection, practice and research in the field of multilingual socialisation in education. Cognisant of the important role teachers play in their learners’ language socialisation (Friedman, 2010), this article is an invitation for educators and teacher educators to engage with theory, actively join the debates, and participate in a collective international research project based in Exeter. The latter has the aim of developing deeper understandings of what, how, where and why multilingual approaches may work, and equally important what approaches do not work in certain contexts, and why not.
Dieser Aufsatz bietet eine Übersicht über einsprachige Normen, die im Bildungssektor weit verbreitet sind (Ortega, 2014, Cruickshank, 2014; May, 2014), und macht einen Vorschlag für einen mehrsprachigen Sozialisationsansatz. Unterschiedliche einsprachige Praktiken werden in der angewandten Linguistik, im Sprachbildungswesen und in der Soziolinguistik seit rund 30 Jahren beobachtet, beschrieben und diskutiert (May, 2014; Conteh & Meier, 2014), und werden als „schädliche Defizitansätze“ (Ortega, 2014, p. 32, meine Übersetzung) bezeichnet. Diese Situation führte zum Ruf nach kollektiver Forschungsaktivität (Ortega, 2014) und nach entsprechenden Handreichungen für Lehrkräfte (Weber, 2014; Meier, 2014), um einsprachige Denkweisen zu hinterfragen. Die hier präsentierte theoretische Übersicht stützt sich auf Literatur über ein- und mehrsprachige Ansätze und bringt diese in Verbindung mit Perspektiven der Sprachsozialisation. Das Ergebnis sind 96 Leitsätze, die in einem theoretisch fundierten Ansatz zusammengefasst werden und Reflexion, Praxis und Forschung im Bereich der mehrsprachigen Sozialisation im Bildungswesen ermöglichen. Im Anbetracht der Tatsache, dass Lehrpersonen eine wichtige Rolle in der sprachlichen Sozialisation von Lernenden spielen (Friedman, 2010), ist dieser Aufsatz als Einladung für Lehrpersonen in Bildungsstätten und in der Lehrerbildung gedacht, die sich so aktiv an dieser Debatte sowie an einem in Exeter situierten internationalen Forschungsprojekt beteiligen können mit dem Ziel, unser Wissen in Bezug auf was, wo, wie, warum und in welchem Kontext funktioniert, und gleichermaßen warum etwas nicht funktioniert, zu vertiefen.
Abstract.
Meier GS (2016). The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection.
Applied Linguistics Review,
8(1), 131-161.
Abstract:
The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection
This study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, the multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, the multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.
Abstract.
Meier G (2016). Zweiwegintegration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin (PDF: http://rdcu.be/mEBl).
International Review of Education,
3(58), 335-352.
Abstract:
Zweiwegintegration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin (PDF: http://rdcu.be/mEBl)
Es gibt kein Rezept, wie mit der an Schulen in Europa häufig vorkommenden Sprachenvielfalt umgegangen werden sollte. Dieser Artikel präsentiert eine vielversprechende Alternative zum einsprachigen Unterricht. Die Staatliche Europa-Schule Berlin (SESB) ist ein Zweiwegimmersionsmodell das Kinder mit deutscher Muttersprache und Kinder mit einer anderen vor Ort gesprochenen Muttersprache in der gleichen Schulklasse vereint, und in zwei Sprachen gemeinsam unterreichtet.
In diesem Modell, das in Berlin an 17 Grundschulen und 13 weiterführenden Schulen angeboten wird, lernen Kinder und Jugendliche in zwei Sprachen voneinander und miteinander. Auf der Grundlage einer hauptsächlich quantitativen, quasi-experimentellen Studie mit 603 Jugendlichen wird bewiesen, dass es eine Anzahl von friedenslinguistischen Vorteilen gibt, die neben persönlicher und gesellschaftlicher Mehrsprachigkeit soziale Zweiwegintegration fördern können. Dies führt zum Schluss, dass ZWI-Erziehung, so wie sie in Berlin praktiziert wird, als Bildungsmodell für andere mehrsprachige Teile Europas dienen könnte.
.
While there is no simple recipe of how to respond to the multitude of
languages present in many European schools, this article presents a promising alternative to monolingual education. The focus is on Staatliche Europa-Schule Berlin (SESB), a two-way immersion (TWI) model that unites children whose mother tongue is German with children whose mother tongue is another locally spoken language in one class and teaches them together in two languages.
Thus in this model, offered by 17 primary schools and 13 secondary schools in Berlin, pupils learn in two languages from and with each other. Based on a largely quantitative, quasi-experimental study with 603 students, evidence is provided that there are a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. This suggests that TWI education as practised in Berlin could serve as an educational model for other multilingual parts of Europe.
Abstract.
Meier G, Daniels H (2013). "Just not being able to make friends”: Social interaction during the year abroad in modern language degrees.
Research Papers in Education,
2(28), 212-238.
Abstract:
"Just not being able to make friends”: Social interaction during the year abroad in modern language degrees
There is a wide consensus that during their year abroad higher education (HE) language students should improve their language skills in contact with native speakers in the host community. Research shows, however, that many students find it difficult, if not impossible, to make meaningful contact to locals, and some consider the lack of it as a personal failure. Student data from interviews (n = 24) and a nominal voting exercise (n = 12), as well as tutor data (n = 11) from the University of Bath were analysed and are discussed from three perspectives: Jim Coleman’s concentric circle model, social capital theory and sociocultural theory. This illustrates that the list of objectives frequently used in the context of the year abroad should also emphasise participation in and contribution to the local community as a key objective. The article argues that students should be made aware of these crucial aims, and they should understand that neither participation nor contribution opportunities appear automatically. Indeed, students are required to make a concerted effort in an unfamiliar and complex social situation. This may mean that students need support to reconceptualise their identity as second language learners and develop greater learner agency before and during the year abroad.
Abstract.
Meier GS (2013). A bilingual stream in an English school: Added value for children, schools and society. The Weekly Children's Services News Bulletin
Meier GS (2013). A bilingual stream in an English school: Added value for children, schools and society. Language Education Journal(165), 10-11.
Meier GS (2013). Reflection of my professional role as module leader of EFPM266. Inspiring Academic Practice(1).
Meier G (2012). Enseignement bilingue et l’amélioration scolaires: les conclusions de l’experience Wix Primary School / École de Wix a Londres.
Synergies Europe:(7), 53-75.
Abstract:
Enseignement bilingue et l’amélioration scolaires: les conclusions de l’experience Wix Primary School / École de Wix a Londres
Résumé: En Angleterre, la première expérimentation d’un enseignement bilingue en immersion réciproque (IR) a débuté en 2006 dans une école londonienne. Cette expérimentation se trouvait face à des difficultés et considéra l’IR comme un moyen d’améliorer les performances de l’école elle-même. Les recherches internationales dans le domaine ont démontré les bénéfices linguistiques
et sociaux de l’enseignement bilingue en IR. Il n’existait toutefois pas d’étude examinant le potentiel d’un tel programme sur les performances solaires. Les conclusions de cet article répondent à cette question : la création d’une filière bilingue peut-elle mettre un terme au déclin d’un établissement scolaire? Les théories sur l’efficacité de l’institution scolaire ainsi que le corpus de recherche sur le bilinguisme en IR constituent le cadre théorique de l’étude. Les données ont été collectées par une approche mixte des méthodes de recherche (entretiens, lettres des enfants et questionnaires). Elles ont été largement analysées sur le plan qualitatif au travers d’une analyse thématique alliée à des données statistiques descriptives fondées sur. une approche quantitative. Cette étude démontre
que l’IR a permis l’amélioration de la réputation de l’école et l’acquisition du statut de pionnier de l’enseignement bilingue et qu’elle a ainsi joué un rôle de catalyseur pour la cohésion sociale interne de l’école. Ces bénéfices n’apparaissent nullement dans le cadre d’une opération isolée, mais plutôt dans celui d’un projet à long terme mêlant innovation pédagogique et création d’un environnement favorable à l’apprentissage pour tous.
Abstract: a London school was the first to implement a bilingual two-way immersion (TWI) stream in England in 2006. This school was in difficulties in the past, and seemed that the TWI stream contributed to school improvement. International research has shown that bilingual TWI education can have linguistic and social benefits. However, there has not been any study examining to what extent it may also have school-improvement potential. Hence, the findings presented in this article address the question: can the implementation of a bilingual stream turn around a struggling school? Theories of school effectiveness and TWI literature provide the theoretical framework, and a mixed method research design (interviews, children’s letters and questionnaires) was adopted to generate data. These were analysed largely qualitatively through thematic analysis with some descriptive statistics based on quantitative approaches. The main findings are that the TWI stream helped the school improve their reputation, gain pioneer bilingual education status and act as a mediator for internal social cohesion. However, these benefits appeared to flourish – not as an isolated intervention – but in the framework of
a wider long-term holistic vision towards school innovation and a caring learning environment for all.
Abstract.
Meier G (2010). Two-way immersion programmes in Germany: Bridging the linguistic gap. In International Journal of Bilingual Education and Bilingualism(4), 419-437.
Meier GS (2009). Can two-way immersion education support the EU aims of multilingualism, social cohesion and student/worker mobility?. European Journal for Language Policy(2), 145-164.
Meier GS (2009). Language use within and outside school: Staatliche Europa-Schule Berlin. Sprachbegegnung und Sprachkontakt in Europäischer Dimension [language encounter and language contact in the European dimension], 35, 215-229.
Chapters
Meier G (2020). Supporting Peer Collaboration and Social Cohesion in Multilingual Classrooms. In (Ed) Curriculum Integrated Language Teaching, Cambridge University Press, 165-186.
Meier G (2020). Supporting Peer Collaboration and Social Cohesion in Multilingual Classrooms: Practical Insights from Content-Based Learning Contexts. In Bower K, Chambers G, Russell C, Do C (Eds.) Curriculum Integrated Language Teaching: CLIL in Practice, Cambridge: Cambridge University Press, 165-186.
Meier GS (2018). Learning in multilingually and digitally mediated spaces: the MCALL approach. In Buendens-Kosten J, Elsener D (Eds.)
Multilingual Computer Assisted Language Learning, Bristol: Multilingual Matters, 255-263.
Abstract:
Learning in multilingually and digitally mediated spaces: the MCALL approach
Abstract.
Meier G, Schumacher B (2017). “The Right to Mother-Tongue Education for Migrants in This City”. In (Ed) The Routledge Handbook of Heritage Language Education, Routledge, 327-343.
Meier G, Schumacher B (2016). “The right to mother-tongue education for migrants in this city“: Factors influencing the institutionalization of a two-way bilingual immersion program in Berlin. In Kagan O, Carreira M, Chik C (Eds.)
A Handbook on Heritage Language Education: from Innovation to Program Building, New York: Routledge.
Abstract:
“The right to mother-tongue education for migrants in this city“: Factors influencing the institutionalization of a two-way bilingual immersion program in Berlin
Abstract.
Meier G, Conteh J (2014). Conclusion: the multilingual turn in languages education. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 292-299.
Abstract:
Conclusion: the multilingual turn in languages education
Abstract.
Meier G (2014). Multilingualism and social cohesion: Two-way immersion education meets diverse needs. In Conteh J, Meier G (Eds.) The Multilingual Turn in Languages Education: Oppoertunities and Challenges, Multilingual Matters.
Meier G (2014). Our mother tongue is plurilingualism1: a framework of orientations for integrated multilingual curricula. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 132-157.
Abstract:
Our mother tongue is plurilingualism1: a framework of orientations for integrated multilingual curricula
Abstract.
Meier G (2014). Our mother tongue is plurlingualism: an orientation framework for integrated multilingual curricula. In Conteh J, Meier G (Eds.) The Multilingual Turn in Languages Education: Opportunities and Challenges, Clevedon: Multilingual Matters.
Meier G (2014). Part 1: Societal perspectives on the multilingual turn in language(s) education. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 15-16.
Abstract:
Part 1: Societal perspectives on the multilingual turn in language(s) education
Abstract.
Conteh J, Meier G (2014). Part 3: Visions of the multilingual turn in pedagogy and practice. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 209-210.
Abstract:
Part 3: Visions of the multilingual turn in pedagogy and practice
Abstract.
Erler L, Holderness J, Meier GS, Woodfield J, Wolstencroft M (2011). Models of Bilingual Schooling. In Erler L, Sayer J (Eds.) Schools for a Future Europe, Continuum Books.
Rush M (1983). Introduction. In Rush M (Ed) The House of Commons: Services and Facilities, 1972-1982, London: Policy Studies Institute (PSI), 1-6.
Conferences
Meier G (2014). “Cette entraide et ce tutorat naturel qui s’organise entre eux“ – a research framework for two-way bilingual immersion programmes. Mehrsprachigkeit als Chance.
Meier G (2009). Language use within and outside school: Staatliche Europa-Schule Berlin. Sprachbegegnung und Sprachkontakt in Europäischer Dimension.
Reports
Meier G (2012). The Wix Story: Project report.
Meier GS (2010). Review of the assessment of the year abroad in the modern language degrees at Bath: Assessment for experiential and autonomous learning based on the continuity model. , University of Bath.
Meier GS (2010). Soziale und interkulturelle Vorteile durch zweisprachigen Unterricht? Eine Untersuchung in der Staatlichen Europa-Schule Berlin. [Social and intercultural advantages though bilingual education? an examination of State Berlin Europe School).
Publications by year
2023
İnce MA, Meier G (2023). Plurilingual repertoires and identity constructions in transit states of the Arabian Gulf: a language portrait study with young people in a Turkish school. Focus on ELT Journal, 5(1), 74-97.
2022
Viebrock B, Meier G, Aisabahi R (2022). DISSECTing multilingual research in the field of language education: a framework for researcher development.
Fremdsprachen Lehren und Lernen,
51(2), 10-25.
Abstract:
DISSECTing multilingual research in the field of language education: a framework for researcher development
Our contribution presents the DISSECT framework we have developed in order to foster the reflexive education of plurilingual researchers regarding contexts, approaches and opportunities of multilingual research. The framework focusses on multilingual social contexts, within which research takes place, and on plurilingual researchers and their individual linguistic resources. We discuss the scope and dimensions of multilingual research approaches and systematise six language-related aspects of decision-making during the research process. We then consider the systemic perspective, extend our considerations to the international research community and discuss the opportunities and challenges of multilingual research approaches with regard to the hegemonic role of English in academic contexts. Our examples illustrate specific language-related choices in the research process and possible consequences. We discuss how plurilingual researchers can be encouraged to systematically reflect on language-related aspects of their research process as a way of not only supporting multilingual research approaches, but also social justice aspects that are related to this. While our considerations take the field of language education research as their starting point, the proposed framework is also applicable to other disciplines.
Abstract.
Hennig-Klein E-M, Abendroth-Timmer D, Butterer H, Etuş Ö, Fliegner A, Günay D, Koch C, Meier G, Osorio Vázquez MC, Quint AC, et al (2022). Sprachlich-kulturelle Mittlung in einer digitalen Lernumgebung: Das Forschungsprojekt Virtual Multilingual Learning Encounters in the Language Classroom (ViMuLEnc).
Erziehung und Unterricht,
9-10, 2022, 582-592.
Abstract:
Sprachlich-kulturelle Mittlung in einer digitalen Lernumgebung: Das Forschungsprojekt Virtual Multilingual Learning Encounters in the Language Classroom (ViMuLEnc)
Der vorliegende Beitrag liefert Einblicke in ein virtuelles Schulprojekt, in dem Schülerinnen und Schüler der gymnasialen Oberstufe im Rahmen einer außercurricularen Arbeitsgemeinschaft mit internationalen Forschenden, Hochschuldozierenden und Lehramtsstudierenden (im Folgenden Expertinnen und Experten) zu globalen Themen in den Austausch kamen. Hierbei sollten die Lernenden authentische Gesprächssituationen erleben, in denen sie sich motiviert fühlten, neben der Lingua franca Englisch ihr mehrsprachiges und plurikulturelles Repertoire zu nutzen und weiterzuentwickeln. Nachfolgend werden erste Erkenntnisse zu sprachlich-kulturellen Mittlungsprozessen und zur Sicht einiger Schülerinnen und Schüler auf die digitale und mehrkulturelle Projektumgebung
vorgestellt.
Abstract.
2021
Meier G, Smala S (2021).
Languages and Social Cohesion a Transdisciplinary Literature Review., Routledge Advances in Sociology.
Abstract:
Languages and Social Cohesion a Transdisciplinary Literature Review
Abstract.
Meier G, Smala S, Helen L (2021). Languages and Social Cohesion: Supporting References.
Meier G, Wood A (2021). Multilingual socialisation in education (M-SOC): educator engagement and potential for collective action. International Journal of Multilingualism, 18(4), 619-633.
The ENROPE Group (2021). The ENROPE Project for Junior Researchers in the Field of Plurilingualism and Education – an Introduction. Language Education and Multilingualism – the Langscape Journal, 3, 218-223.
2020
Meier G, Wood A (2020). International M-SOC self-study unit and research survey.
, 1-52.
Abstract:
International M-SOC self-study unit and research survey
This survey tool can be used as self-study materials, or as part of teacher education (pre-service) or professional development (in-service). It is addressed to teachers of any subject (languages and other subjects) and level (from young learners to adults). It allows participants to reflect on their experience, practice, interest and perceived challenges related to multilingual activities in a classroom. This tool contains a host of ideas of how multilingualism could be introduced in a classroom. The ideas are presented in five parts: Creating a multilingual environment, language awareness, focus on form, focus on communication, evaluation of plurilingualism/language repertoires. We had very good feedback on this as a self-study unit. First results of the survey as a research instruments are reported in Meier and Wood (in press) as indicated in this IRIS entry. The survey items are based on Meier, G. (2018) Multilingual socialisation in education: Introducing the M-SOC approach. Language Education and Multilingualism: the Langscape Journal, 1(1), 103-125
Abstract.
Author URL.
Meier G (2020). Supporting Peer Collaboration and Social Cohesion in Multilingual Classrooms. In (Ed) Curriculum Integrated Language Teaching, Cambridge University Press, 165-186.
Meier G (2020). Supporting Peer Collaboration and Social Cohesion in Multilingual Classrooms: Practical Insights from Content-Based Learning Contexts. In Bower K, Chambers G, Russell C, Do C (Eds.) Curriculum Integrated Language Teaching: CLIL in Practice, Cambridge: Cambridge University Press, 165-186.
2019
Meier G, Hall E, Fan X, Liu J, Yan T, Alshaikhi H, Al Shabibi Y (2019). The potential of collaborative drawing for literacy engagement and identity affirmation in multilingual settings: Guidance for practice and research. Tilburg Papers in Cultural Studies, 1-37.
2018
Meier GS (2018). Learning in multilingually and digitally mediated spaces: the MCALL approach. In Buendens-Kosten J, Elsener D (Eds.)
Multilingual Computer Assisted Language Learning, Bristol: Multilingual Matters, 255-263.
Abstract:
Learning in multilingually and digitally mediated spaces: the MCALL approach
Abstract.
Meier GS (2018). Multilingual socialisation in education: Introducing the M-SOC approach.
Language Education and Multilingualism: the Langscape Journal,
1, 103-125.
Abstract:
Multilingual socialisation in education: Introducing the M-SOC approach
This article provides an overview of monolingual norms, which are considered pervasive in education (Ortega, 2014, Cruickshank, 2014; May, 2014) and proposes a multilingual socialisation approach. Various monolingual practices have been observed, recognised and discussed by applied linguists, language educators and socio-linguists for the last 30 plus years (May, 2014; Conteh & Meier, 2014), and have been referred to as “damaging deficit approaches” (Ortega, 2014, p. 32). This has led to a call for collective research action (Ortega, 2014) and for greater teacher guidance (Weber, 2014; Meier, 2017) in order to question monolingual thinking. The theoretical review, here presented, draws on literature related to monolingual norms as well as alternative multilingual approaches, and links these to language socialisation perspectives. The result consists of 96 guiding statements combined in a theory-informed approach that can be used for reflection, practice and research in the field of multilingual socialisation in education. Cognisant of the important role teachers play in their learners’ language socialisation (Friedman, 2010), this article is an invitation for educators and teacher educators to engage with theory, actively join the debates, and participate in a collective international research project based in Exeter. The latter has the aim of developing deeper understandings of what, how, where and why multilingual approaches may work, and equally important what approaches do not work in certain contexts, and why not.
Dieser Aufsatz bietet eine Übersicht über einsprachige Normen, die im Bildungssektor weit verbreitet sind (Ortega, 2014, Cruickshank, 2014; May, 2014), und macht einen Vorschlag für einen mehrsprachigen Sozialisationsansatz. Unterschiedliche einsprachige Praktiken werden in der angewandten Linguistik, im Sprachbildungswesen und in der Soziolinguistik seit rund 30 Jahren beobachtet, beschrieben und diskutiert (May, 2014; Conteh & Meier, 2014), und werden als „schädliche Defizitansätze“ (Ortega, 2014, p. 32, meine Übersetzung) bezeichnet. Diese Situation führte zum Ruf nach kollektiver Forschungsaktivität (Ortega, 2014) und nach entsprechenden Handreichungen für Lehrkräfte (Weber, 2014; Meier, 2014), um einsprachige Denkweisen zu hinterfragen. Die hier präsentierte theoretische Übersicht stützt sich auf Literatur über ein- und mehrsprachige Ansätze und bringt diese in Verbindung mit Perspektiven der Sprachsozialisation. Das Ergebnis sind 96 Leitsätze, die in einem theoretisch fundierten Ansatz zusammengefasst werden und Reflexion, Praxis und Forschung im Bereich der mehrsprachigen Sozialisation im Bildungswesen ermöglichen. Im Anbetracht der Tatsache, dass Lehrpersonen eine wichtige Rolle in der sprachlichen Sozialisation von Lernenden spielen (Friedman, 2010), ist dieser Aufsatz als Einladung für Lehrpersonen in Bildungsstätten und in der Lehrerbildung gedacht, die sich so aktiv an dieser Debatte sowie an einem in Exeter situierten internationalen Forschungsprojekt beteiligen können mit dem Ziel, unser Wissen in Bezug auf was, wo, wie, warum und in welchem Kontext funktioniert, und gleichermaßen warum etwas nicht funktioniert, zu vertiefen.
Abstract.
2017
Meier G, Schumacher B (2017). “The Right to Mother-Tongue Education for Migrants in This City”. In (Ed) The Routledge Handbook of Heritage Language Education, Routledge, 327-343.
2016
Meier GS (2016). The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection.
Applied Linguistics Review,
8(1), 131-161.
Abstract:
The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection
This study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, the multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, the multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.
Abstract.
Meier G (2016). Zweiwegintegration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin (PDF: http://rdcu.be/mEBl).
International Review of Education,
3(58), 335-352.
Abstract:
Zweiwegintegration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin (PDF: http://rdcu.be/mEBl)
Es gibt kein Rezept, wie mit der an Schulen in Europa häufig vorkommenden Sprachenvielfalt umgegangen werden sollte. Dieser Artikel präsentiert eine vielversprechende Alternative zum einsprachigen Unterricht. Die Staatliche Europa-Schule Berlin (SESB) ist ein Zweiwegimmersionsmodell das Kinder mit deutscher Muttersprache und Kinder mit einer anderen vor Ort gesprochenen Muttersprache in der gleichen Schulklasse vereint, und in zwei Sprachen gemeinsam unterreichtet.
In diesem Modell, das in Berlin an 17 Grundschulen und 13 weiterführenden Schulen angeboten wird, lernen Kinder und Jugendliche in zwei Sprachen voneinander und miteinander. Auf der Grundlage einer hauptsächlich quantitativen, quasi-experimentellen Studie mit 603 Jugendlichen wird bewiesen, dass es eine Anzahl von friedenslinguistischen Vorteilen gibt, die neben persönlicher und gesellschaftlicher Mehrsprachigkeit soziale Zweiwegintegration fördern können. Dies führt zum Schluss, dass ZWI-Erziehung, so wie sie in Berlin praktiziert wird, als Bildungsmodell für andere mehrsprachige Teile Europas dienen könnte.
.
While there is no simple recipe of how to respond to the multitude of
languages present in many European schools, this article presents a promising alternative to monolingual education. The focus is on Staatliche Europa-Schule Berlin (SESB), a two-way immersion (TWI) model that unites children whose mother tongue is German with children whose mother tongue is another locally spoken language in one class and teaches them together in two languages.
Thus in this model, offered by 17 primary schools and 13 secondary schools in Berlin, pupils learn in two languages from and with each other. Based on a largely quantitative, quasi-experimental study with 603 students, evidence is provided that there are a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. This suggests that TWI education as practised in Berlin could serve as an educational model for other multilingual parts of Europe.
Abstract.
Meier G, Schumacher B (2016). “The right to mother-tongue education for migrants in this city“: Factors influencing the institutionalization of a two-way bilingual immersion program in Berlin. In Kagan O, Carreira M, Chik C (Eds.)
A Handbook on Heritage Language Education: from Innovation to Program Building, New York: Routledge.
Abstract:
“The right to mother-tongue education for migrants in this city“: Factors influencing the institutionalization of a two-way bilingual immersion program in Berlin
Abstract.
2014
Meier G, Conteh J (2014). Conclusion: the multilingual turn in languages education. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 292-299.
Abstract:
Conclusion: the multilingual turn in languages education
Abstract.
Meier G (2014). Multilingualism and social cohesion: Two-way immersion education meets diverse needs. In Conteh J, Meier G (Eds.) The Multilingual Turn in Languages Education: Oppoertunities and Challenges, Multilingual Matters.
Meier G (2014). Our mother tongue is plurilingualism1: a framework of orientations for integrated multilingual curricula. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 132-157.
Abstract:
Our mother tongue is plurilingualism1: a framework of orientations for integrated multilingual curricula
Abstract.
Meier G (2014). Our mother tongue is plurlingualism: an orientation framework for integrated multilingual curricula. In Conteh J, Meier G (Eds.) The Multilingual Turn in Languages Education: Opportunities and Challenges, Clevedon: Multilingual Matters.
Meier G (2014). Part 1: Societal perspectives on the multilingual turn in language(s) education. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 15-16.
Abstract:
Part 1: Societal perspectives on the multilingual turn in language(s) education
Abstract.
Conteh J, Meier G (2014). Part 3: Visions of the multilingual turn in pedagogy and practice. In (Ed)
The Multilingual Turn in Languages Education: Opportunities and Challenges, 209-210.
Abstract:
Part 3: Visions of the multilingual turn in pedagogy and practice
Abstract.
Conteh J, Meier G (eds)(2014). The Multilingual Turn in Languages Education: Opportunities and Challenges., Multilingual Matters.
Conteh J, Meier G (2014).
The multilingual turn in languages education: Opportunities and challenges.Abstract:
The multilingual turn in languages education: Opportunities and challenges
Abstract.
Meier G (2014). “Cette entraide et ce tutorat naturel qui s’organise entre eux“ – a research framework for two-way bilingual immersion programmes. Mehrsprachigkeit als Chance.
2013
Meier G, Daniels H (2013). "Just not being able to make friends”: Social interaction during the year abroad in modern language degrees.
Research Papers in Education,
2(28), 212-238.
Abstract:
"Just not being able to make friends”: Social interaction during the year abroad in modern language degrees
There is a wide consensus that during their year abroad higher education (HE) language students should improve their language skills in contact with native speakers in the host community. Research shows, however, that many students find it difficult, if not impossible, to make meaningful contact to locals, and some consider the lack of it as a personal failure. Student data from interviews (n = 24) and a nominal voting exercise (n = 12), as well as tutor data (n = 11) from the University of Bath were analysed and are discussed from three perspectives: Jim Coleman’s concentric circle model, social capital theory and sociocultural theory. This illustrates that the list of objectives frequently used in the context of the year abroad should also emphasise participation in and contribution to the local community as a key objective. The article argues that students should be made aware of these crucial aims, and they should understand that neither participation nor contribution opportunities appear automatically. Indeed, students are required to make a concerted effort in an unfamiliar and complex social situation. This may mean that students need support to reconceptualise their identity as second language learners and develop greater learner agency before and during the year abroad.
Abstract.
Meier GS (2013). A bilingual stream in an English school: Added value for children, schools and society. The Weekly Children's Services News Bulletin
Meier GS (2013). A bilingual stream in an English school: Added value for children, schools and society. Language Education Journal(165), 10-11.
Meier GS (2013). Reflection of my professional role as module leader of EFPM266. Inspiring Academic Practice(1).
2012
Meier G (2012). Enseignement bilingue et l’amélioration scolaires: les conclusions de l’experience Wix Primary School / École de Wix a Londres.
Synergies Europe:(7), 53-75.
Abstract:
Enseignement bilingue et l’amélioration scolaires: les conclusions de l’experience Wix Primary School / École de Wix a Londres
Résumé: En Angleterre, la première expérimentation d’un enseignement bilingue en immersion réciproque (IR) a débuté en 2006 dans une école londonienne. Cette expérimentation se trouvait face à des difficultés et considéra l’IR comme un moyen d’améliorer les performances de l’école elle-même. Les recherches internationales dans le domaine ont démontré les bénéfices linguistiques
et sociaux de l’enseignement bilingue en IR. Il n’existait toutefois pas d’étude examinant le potentiel d’un tel programme sur les performances solaires. Les conclusions de cet article répondent à cette question : la création d’une filière bilingue peut-elle mettre un terme au déclin d’un établissement scolaire? Les théories sur l’efficacité de l’institution scolaire ainsi que le corpus de recherche sur le bilinguisme en IR constituent le cadre théorique de l’étude. Les données ont été collectées par une approche mixte des méthodes de recherche (entretiens, lettres des enfants et questionnaires). Elles ont été largement analysées sur le plan qualitatif au travers d’une analyse thématique alliée à des données statistiques descriptives fondées sur. une approche quantitative. Cette étude démontre
que l’IR a permis l’amélioration de la réputation de l’école et l’acquisition du statut de pionnier de l’enseignement bilingue et qu’elle a ainsi joué un rôle de catalyseur pour la cohésion sociale interne de l’école. Ces bénéfices n’apparaissent nullement dans le cadre d’une opération isolée, mais plutôt dans celui d’un projet à long terme mêlant innovation pédagogique et création d’un environnement favorable à l’apprentissage pour tous.
Abstract: a London school was the first to implement a bilingual two-way immersion (TWI) stream in England in 2006. This school was in difficulties in the past, and seemed that the TWI stream contributed to school improvement. International research has shown that bilingual TWI education can have linguistic and social benefits. However, there has not been any study examining to what extent it may also have school-improvement potential. Hence, the findings presented in this article address the question: can the implementation of a bilingual stream turn around a struggling school? Theories of school effectiveness and TWI literature provide the theoretical framework, and a mixed method research design (interviews, children’s letters and questionnaires) was adopted to generate data. These were analysed largely qualitatively through thematic analysis with some descriptive statistics based on quantitative approaches. The main findings are that the TWI stream helped the school improve their reputation, gain pioneer bilingual education status and act as a mediator for internal social cohesion. However, these benefits appeared to flourish – not as an isolated intervention – but in the framework of
a wider long-term holistic vision towards school innovation and a caring learning environment for all.
Abstract.
Meier G (2012). The Wix Story: Project report.
Meier GS (2012). The role of bilingual education in school improvement: findings from Wix Primary School/École de Wix in London.
Synergies Europe,
2012, 53-76.
Abstract:
The role of bilingual education in school improvement: findings from Wix Primary School/École de Wix in London
A London school was the first to implement a bilingual two-way immersion (TWI) stream in England in 2006. This school was in difficulties in the past, and seemed that the TWI stream contributed to school improvement. International research has shown that bilingual TWI education can have linguistic and social benefits. However, there has not been any study examining to what extent it may also have school-improvement potential. Hence, the findings presented in this article address the question: can the implementation of a bilingual stream turn around a struggling school? Theories of school effectiveness and TWI literature provide the theoretical framework, and a mixed method research design (interviews, children’s letters and questionnaires) was adopted to generate data. These were analysed largely qualitatively through thematic analysis with some descriptive statistics based on quantitative approaches. The main findings are that the TWI stream helped the school improve their reputation, gain pioneer bilingual education status and act as a mediator for internal social cohesion. However, these benefits appeared to flourish – not as an isolated intervention – but in the framework of a wider long-term holistic vision towards school innovation and a caring learning environment for all.
Sommaire
Une école de Londres était la première pour mettre en application une filière bilingue immersion réciproque (TWI) en Angleterre en 2006. Cette école était en difficultés dans le passé, et il semblait que la filière TWI a contribué à l'amélioration d'école. Les recherches internationales ont prouvé que l'éducation TWI peut avoir les prestations linguistiques et sociales. Cependant, il-y-avait pas d’études examinant dans quelle mesure elle peut également avoir le potentiel pour améliorer une école. Par conséquent, les résultats présentés dans cette d'article adresse la question : L'exécution d'une filière bilingue peut-elle sauver une école en difficultés ? Les théories d'efficacité scolaire et la littérature de TWI fournissent le cadre théorique, et un protocole méthodique mélangé de méthode (entrevues, lettres des enfants et questionnaires) a été adopté pour produire des données. Celles-ci ont été analysées en grande partie qualitativement par l'analyse thématique avec quelques statistiques descriptives basées sur des approches quantitatives. Les résultats principaux sont que filière TWI a clairement aidé l'école à améliorer leur réputation, statut pionnier d'éducation bilingue et à agir en tant que médiateur pour la cohésion sociale interne. Cependant, ces avantages ont semblé s'épanouir - pas comme intervention d'isolement - mais dans le cadre d'une vision holistique à long terme vers l'innovation scolaire et d'un environnement supportant pour tous.
Abstract.
Meier G (2012). Éducation bilingue en Europe et ailleurs : statu quo et itinéraires de recherche possibles. Synergies Europe(7), 0-204.
2011
Erler L, Holderness J, Meier GS, Woodfield J, Wolstencroft M (2011). Models of Bilingual Schooling. In Erler L, Sayer J (Eds.) Schools for a Future Europe, Continuum Books.
2010
Meier GS (2010). Review of the assessment of the year abroad in the modern language degrees at Bath: Assessment for experiential and autonomous learning based on the continuity model. , University of Bath.
Meier GS (2010). Social and intercultural benefits of bilingual education: a peace-linguistic evaluation of Staatliche Europa-Schule Berlin. Frankfurt a.M, Peter Lang.
Meier GS (2010). Soziale und interkulturelle Vorteile durch zweisprachigen Unterricht? Eine Untersuchung in der Staatlichen Europa-Schule Berlin. [Social and intercultural advantages though bilingual education? an examination of State Berlin Europe School).
Meier G (2010). Two-way immersion programmes in Germany: Bridging the linguistic gap. In International Journal of Bilingual Education and Bilingualism(4), 419-437.
2009
Meier GS (2009). Can two-way immersion education support the EU aims of multilingualism, social cohesion and student/worker mobility?. European Journal for Language Policy(2), 145-164.
Meier G (2009). Language use within and outside school: Staatliche Europa-Schule Berlin. Sprachbegegnung und Sprachkontakt in Europäischer Dimension.
Meier GS (2009). Language use within and outside school: Staatliche Europa-Schule Berlin. Sprachbegegnung und Sprachkontakt in Europäischer Dimension [language encounter and language contact in the European dimension], 35, 215-229.
1983
Rush M (1983). Introduction. In Rush M (Ed) The House of Commons: Services and Facilities, 1972-1982, London: Policy Studies Institute (PSI), 1-6.
