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Linda Fisher

Position

  • University Senior Lecturer in Education 
  • Director of Studies for Education, Magdalene College

E-mail Address

lgf20@cam.ac.uk

Phone

01223 767637

Academic area 

Second Language Education

Cambridge Language Sciences Initiative

Qualifications

  • PhD University of Cambridge
  • MBA University of Leicester
  • PGCE Queen's University, Belfast
  • MA (Hons) University of St Andrews

Membership of Professional Bodies/Associations

  • British Association for Applied Linguistics (BAAL)
  • British Educational Research Association (BERA)
  • Association for Language learning (ALL)
  • Cambridge Language Sciences
  • Cambridge Bilingual Network


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Profile

Linda Fisher is Senior Lecturer in Education at the Faculty of Education, University of Cambridge. Her current research interests are in multilingualism, multilingual identity, metaphor in relation to belief schemata, second language teacher education, motivation, and the academic and social integration of English as an Additional Language learners. Her main teaching responsibilities lie in co-ordinating the PGCE in MFL and she is involved in extensive work with secondary age language learner and their teachers. She also teaches and supervises on the MPhil in Research in Second Language Education (RSLE), and supervises PhD students working in the areas of multilingual identity, language learner and teacher beliefs, teacher education and motivation. Before moving to higher education she taught languages in three comprehensive schools. 


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Research Interests

  • Multilingualism
  • Multilingual identity
  • Metaphor in relation to belief formation and change
  • Language learning motivation
  • Language teacher education
  • Sociocultural approaches in relation to the above
  • Policy in relation to the above

Recent research projects


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Course Involvement

  • PGCE Modern Foreign Languages
  • MPhil Researching Second Language Education (RSLE)
  • MEd Researching practice (RSLE)
  • PhD

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Publications

Fisher, L. (in press). “Emotion recollected in tranquillity’: Blogging for metacognition in language teacher education, In Å. Haukås, C. Bjørke & M. Dypedahl (Eds.). Metacognition in Language Learning and Teaching. Routledge.


Birketveit, A., Rimmereide, H. E., Bader, M., & Fisher, L. (in press). Extensive reading in primary school EFL. Acta Didactica

Evans, M., Fisher, L., Forbes, K., Liu, Y. (2018). The form and functions of newcomer EAL pupils' speech in English: patterns of progression and communication in semi-structured interview dialogue. Language and Education. DOI: 10.1080/09500782.2018.1445756

Liu, Y., Fisher, L., Forbes, K. & Evans, M. (2017). The knowledge base of teaching in linguistically diverse contexts: 10 grounded principles of multilingual classroom pedagogy for EAL. Language and Intercultural Communication. DOI: 10.1080/14708477.2017.1368136   

Fisher, L. (2017). Researching learners' and teachers' beliefs about language using metaphor. Discourse and Education: Encyclopedia of Language and Education. Volume 3. US: Springer. https://doi.org/10.1007/978-3-319-02243-7


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

Forbes, K. & Fisher, L. (2015). The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills. The Language Learning Journal. DOI: 10.1080/09571736.2015.1010448

Pachler, N., Evans, M., Redondo, A. and Fisher, L. (2014). Learning to Teach Foreign Languages in the Secondary School. Fourth edition. London: Routledge

Fisher L. & Kim, D. (2013). Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US. Language Learning Journal 41(2) 142-160. doi.org/10.1080/09571736.2013.790130

Fisher, L. (2013). Discerning Change in Young Students’ Beliefs about their Language Learning through the use of Metaphor Elicitation in the Classroom. Research Papers in Education 28(3), 373-392 doi.org/10.1080/02671522.2011.648654

Evans, M. & Fisher, L. (2012). Emergent communities of practice: secondary schools’ interaction with primary school foreign language teaching and learning. The Language Learning Journal, 40 (2), 157-173 doi.org/10.1080/09571736.2011.567357

Fisher, L. (2011). 'The impact of Specialist School status: the views of Specialist Language Colleges and other schools', Educational Review, 63, (3), 261-273 doi.org/10.1080/00131911.2011.553949

Taber, K.S., Riga, F., Brindley, S., Winterbottom, M., Finney, J. & Fisher, L. (2011) ‘Formative conceptions of assessment: trainee teachers' thinking about assessment issues in English secondary schools’. Teacher Development 15(2), 171-186. doi.org/10.1080/13664530.2011.571500

Evans, M. and 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 doi.org/10.1080/13664530.2011.571500

Liu, Y. and Fisher, L. (2010). 'What have we learnt after we had fun?' An activity theory perspective on cultures of learning in pedagogical reforms in Ellis V., Edwards, A. and Smagorinsky, P. (eds.) Cultural Historical Perspectives on Teacher Education and Development: Learning Teaching, 180-195. Oxon: Routledge/Taylor and Francis.

Fisher, L. (2009). Trainee teachers' perceptions of the use of digital technology in the languages classroom in Evans, M. (Ed.) (2009) Foreign Language Learning with Digital Technology. London: Continuum.

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. DCSF. http://dera.ioe.ac.uk/11170/1/DCSF-RR091.pdf

Winterbottom, M., Taber, K.S., Brindley, S., Fisher, L., Finney, J. & Riga, F. (2008). Understanding differences in trainee teachers' values and practice in relation to assessment. Teacher Development 12(1): 15-35. doi/abs/10.1080/13664530701827723

Winterbottom, M., Taber, K.S., Brindley, S., Fisher, L., Finney, J. & Riga. F. (2008). Conceptions of assessment: trainee teachers' practice and values. Curriculum Journal 19(3), 193-213. doi/abs/10.1080/09585170802357504

Fisher, L. (2007). Pedagogy and the Curriculum 2000 reforms at post-16: the 'learn it, forget it'' culture?Curriculum Journal, 18(1), 103 doi: 10.1080/09585170701292257

Liu, Y. & Fisher, L. (2006). The development patterns of modern foreign language student teachers' Conceptions of self and their explanations about change: three cases. Teacher Development, 10 (3), 343-360 doi/abs/10.1080/13664530600922203

Liu, Y. & Fisher, L. (2006). Community of practice and induction teachers as legitimate peripheral participants. Research in Education (75), 88-100.

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 doi/abs/10.1191/1362168805lr162

Fisher, L., Evans, M. & Esch, E. (2004). Computer-Mediated Communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal, Winter, 30, 50-58 doi.org/10.1080/09571730485200231

Fisher, L. (2001). MFL recruitment post-16: the pupils' perspective. Language Learning Journal, 23, 33-40. doi.org/10.1080/09571730185200071

Fisher, L. & Evans, M. (2000). The school exchange visit: effects on attitudes and proficiency in language learning. Language Learning Journal, 22, 11-16. doi.org/10.1080/09571730085200191