Jim is Senior Lecturer in Languages in Education with particular interest in: theories and methods of second language learning, including Content and Language Integrated Learning (CLIL); multilingualism and new literacies; and language policy.
Jim teaches mainly on the department’s MA in Culture, Language and Identity leading a module on ‘Teaching Language in Multilingual Contexts’ and contributing to the module on ‘Bilingualism and Biculturalism in Education’. He also supervises students pursuing higher degrees and works on certificate courses for teachers of Arabic and Chinese under the Teacher Centre.
Jim’s recent research has focused on the development of integrated and inclusive approaches to language teaching looking in particular at appropriate pedagogies for community/heritage language learners studying in mainstream and complementary school contexts. He has directed two projects on behalf of the Nuffield Foundation. The first (2004-2007) led to the creation of Curriculum Guides for Arabic, Mandarin, Panjabi, Tamil and Urdu, published by CILT, The National Centre for Languages.
The second (2009-2011) investigated creativity in the community languages classroom from the perspectives of pedagogy and professional development of teachers. In 2012, with Vicky Macleroy, he was awarded a grant by the Paul Hamlyn Foundation for a two year project entitled ‘Critical Connections: a multilingual digital storytelling project’. Drawing on this work he has co-edited a book with Dr Vicky Macleroy entitled ‘Multilingual Digital Storytelling: Engaging creatively and critically with literacy’ published by Routledge.
To enable further investigation of the significance of multilingual digital storytelling in the context of multiliteracy research, the Paul Hamlyn Foundation agreed to fund a second project entitled ‘Critical Connnections II: Moving on with multilingual digital storytelling’ (2015-2017) For this project partnerships have been formed with the British Film Institute, the British Museum, the Museum of London and the National Resource Centre for Supplementary Education. All of this work has sought effective ways to engage young people in language learning by providing a genuine purpose for communication, by extending notions of literacy to embrace plurilingual repertoires and identities and by fostering student voice.