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Michael Evans


  • Emeritus Reader in Second Language Education
  • Emeritus Fellow, Clare Hall

E-mail Address


  • BA (University of East Anglia)
  • PhD (University of Warwick)
  • PGCE (University of Cambridge)

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Specialises in research in second language education with particular interests in teacher education and foreign language learning (French and Spanish) in the secondary sector. Related fields of interest include EAL learners and language development, bilingual and cross-cultural pupil discourse analysis, multilingualism and language identity, language learner codeswitching, the use of ICT in language learning, the effect of study abroad on L2 proficiency, the politics of second language education. Has substantial experience of supervising PhD students in a wide range of second language education research topics.

EAL Assessment Framework (Bell Foundation) winner of ELTons award for local innovation (British Council) June 2018

Academic Area/Links

  • Second Language Education

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Research Topics

  • The impact of study abroad on foreign language learning
  • Language and identity
  • EAL students and language development
  • Foreign language education policy and planning
  • Language teacher education research

 Research Projects

Co-Investigator 2016 - 2020: Multilingualism: Empowering Individuals, Transforming Societies. (Funded by AHRC).

Principal Investigator, with Claudia Schneider (ARU) 2014-2016: The education of disadvantaged English as an additional language (EAL) students: effective matching of needs to provision. (Funded by Bell Foundation).

Principal Investigator: 2006-2008: The impact of curriculum changes on provision and practice of MFL in schools at KS3. (Funded by DCSF).

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Language education and social disadvantage: school approaches and community values and their impact on the education of EAL students in England. With Madeleleine Arnot, Yongcan Liu and ClaudiaSchneider (ARU). Funded by Bell Foundation.

Course Involvement

  • MPhil: Research in Second Language Education

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Selected Publications

Evans, M. and Fisher, L. (2022). The relevance of identity in languages education. The Language Learning Journal. DOI: 10.1080/09571736.2022.20466993

Zeng, S. and Evans, M. (2022). Self-repair in EFL learners' speech in two contrasting institutional school setings in China: An activity theory informed analysis. System.

Rutgers, D., Evans, M., Fisher, L., Gayton, A. and Liu, Y. (2021). Multilingualism, multilingual identity and academic attainment: Evidence from secondary schools in England. Journal of Language, Identity & Education. DOI: 10.1080/15348458.2021.1986397

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D. (2021). Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention. The Language Learning Journal. 49(4), pp.433-451. DOI:1080/09571736.2021.1906733

Leung, C., Evans, M. and Liu, Y. (2021) English as an additional language assessment framework: Filling a void in policy and provision in school education in England. Language Assessment Quarterly.18(3), pp.296-315 DOI:10.1080/15434303.2020.1869745

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O. (2020) Language development and social integration of students with English as an additional language. Cambridge: Cambridge University Press.

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu Y. (2020). Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism. 17(4), pp. 448-466. DOI: 10.1080/14790718.1524896.

Lee, M-K. and Evans, M. (2019) Investigating the operating mechanisms of the sources of L2 writing self-efficacy at the stages of giving and receiving peer feedback. The Modern Language Journal. 103(4), pp. 831-847.

Evans, M. (2018) Advantages of Multilingualism: What is the Impact on Schooling? Cambridge University Press.


Evans, M. and Liu, Y. (2018) The unfamiliar and the indeterminate: Language, identity and social integration in the school experience of newly-arrived migrant children in England. Journal of Language, Identity & Education. 17(3), pp. 152-167.

Evans, M., Fisher, L., Forbes, K. and Liu, Y. (2019) The form and functions of newcomer EAL students' speech in English: patterns of progression and communication in semi-structured interview dialogue. Language and Education.33(1), pp. 18-34.  DOI: 10.1080/09500782.2018.1445756

Shi, P. and Evans, M. (2019). Critical thinking in the context of Chinese postgraduate students' thesis writing: a positioning theory perspective. Language, Culture and the Curriculum. 32(1), pp.50-62. DOI:10.1080/07908318.2018.1442473

Liu Y., Fisher L., Forbes K. and Evans, M. (2017). The knowledge base of teaching in linguistically diverse contexts. Ten grounded principles of multilingual classsroom pedagogy for EAL. Language and Intercultural Communication 18 (4) 378 - 395. DOI: 10.1080/14708477.2017.1368136.

Leung, C., Davidson, C., East, M., Evans, M., Green, T., Liu, Y., Hamp-Lyons, L.,  and Purpura, J. (2017). Using assessment to promote learning: Clarifying constructs, theories and practices. In J. Davies & J. Norris (eds.) Useful assessment and evaluation in language education. Washington DC: Georgetown University Press.

Al-Hroub, A., Shami. G. and Evans, M. (2016) The impact of the writers' workshop approach  on the L2 English writing of upper-primary students in Lebanon. The Language Learning Journal. 10.1080/09571736.2016.1249394

Rutgers, D., Evans, M. (2017) Bilingual education and L3 learning: Metalinguistic advantage or not? International Journal of Bilingual Education and Bilingualism 20 (17) 788 - 806.

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Hu, M., and Liu, Y. (2016) Language development and school achievement: Opportunities and challenges in the education of EAL students. The Bell Foundation.

Liu, Y., Evans, M. (2016) Multilingualism as legitimate shared repertoires in school communities of practice: Students' and teachers' discursive constructions of languages in two schools in England. Cambridge Journal of Education, 46 (4) 553 - 568.

Evans, M. (2013) (Ed.) Second Language Education. Routledge Major Themes in Education, 5 volumes.

Evans, M. Introduction: Seven fields of research in second language education in Evans, M. (Ed.) Second Language Education. Routledge Major Themes, vol.1, 1 - 19.

Pachler, N., Evans, M., Redondo, A., and Fisher, L. (2013) Learning to Teach Foreign Languages. London: Routledge

Evans, M., Esch, E. (2013) Guest editors of special issue of the Language Learning Journal,'Second Language Teacher Professional Development: International Perspectives', 41 (2).

Evans, M. (2013) Introduction: The elusive boundaries of second language teacher professional development. In special issue of The Language Learning Journal, 41 (2),137 - 141.

Evans, M. (2012) (Ed.) Teacher Education and Pedagogy: Theory, Policy and Practice. Cambridge: Cambridge University Press.

Evans, M. (2012) The sociolinguistics of schooling: the relevance of Derrida's Monolingualism of the Other or The Prosthesis of Origin in Esch, E. and Solly, M. (Eds.) The Sociolinguistics of Language Education in International Contexts. Berne: Peter Lang. 

Evans, M., Fisher, L. (2012) Emergent communities of practice: secondary schools' interaction with primary school foreign language teaching and learning, Language Learning Journal, 40 (2), 157 - 173.

Evans, M., Fisher, L. (2010) Translating policy into practice: the impact of the KS3 Framework for MFL on language teaching and learning in schools. Research Papers in Education, 25 (4), 479 - 493.  

Evans, M., Fisher, L. (2009) Language Learning at Key Stage 3: The Impact of the Key Stage 3 Modern Foreign Languages Framework and changes to the curriculum on provision and practice. Final report. DCSF.

Evans, M. (Ed.) (2009) Foreign Language Learning with Digital Technology. London: Continuum.

Evans, M. (2009) 'Reliability and validity in qualitative research by teachers', and 'Analysing qualitative data' in Wilson, E. (ed.) School-based Research: a guide for education students. London: Sage.

Evans, M. (2009) 'Code-switching in CMC: linguistic and interpersonal dimensions of cross-national discourse between school learners of French and English' in (Turnbull, M. and J. Dailey-O'Cain eds.) First language use in second and foreign language learning: Intersection of theory, practice, curriculum and policy. Clevedon: Multilingual Matters.

Pachler, N., Evans, M. and Lawes, S. (2007) Modern Foreign Languages: Teaching School Subjects 11-19. London: Routledge.

Evans, M. (2007) 'Recent Research (2000 - 2006) into applied linguistics and language teaching with specific reference to L2 French' Language Teaching, 40: 211 - 230.

Payne, M., Evans, M. (2005) 'Researching Foreign Language Provision within the Context of the Multilingual School and Community', Language Learning Journal, 30 - 38.

Evans, M., Fisher, L. (2005) 'Measuring gains in pupils' foreign language competence as a result of participation in a school exchange visit: the case of Y9 pupils at three comprehensive schools in the UK' Language Teaching Research, 9 (2), 173 -192.

Fisher, L., Evans, M. and Esch, E. (2004) Computer mediated communication:  promoting learner autonomy and develop intercultural understanding at secondary level.' Language Learning Journal, 30, 50-58.

Fisher, L., Evans, M. (2000) 'The School Exchange Visit: effects on attitudes and proficiency in language learning' Language Learning Journal, 22, 11-16.

Counsell C., Evans, M., McIntyre D. and Raffan J. (2000) 'The Usefulness of Educational Research for Trainee Teachers' Learning' Oxford Review of Education, 26, 3-4, 467-482.