Professor Alison Porter

• Foreign language (FL) teaching and learning in instructed (school) settings, particulary the development of FL literacy in primary and secondary school classrooms. 
• Wider benefits of language learning including creativity and empathy.
• The potential for cross-linguistic influence in early, beginner instructed FL learning.
• The role of evidence-informed pedagogies on teacher learning and practice.
• The contribution of technology-based professional development to teacher learning, practice and wellbeing.

I am interested in investigating foreign language (FL) teaching and learning in instructed (school) settings.  I have lead or co-lead multiple funded research projects exploring the development of FL reading and writing in primary and secondary school classrooms.  This research agenda has involved monitoring the effects of pedagogies involving phonics and reading strategy instruction on pupil/teacher linguistic and non-linguistic outcomes.  |Most recently, I led an interdisciplinary team to investigate the effects of digital tools (storytelling and a phonics app) on primary schools learners' linguistic and non-linguistic (creativity and empathy) outcomes. I have also examined the potential for cross-linguistic influence in early, beginner instructed FL learning.

I am keen on encouraging teachers to engage with evidence-based pedagogies and to support teacher learning through developing pedagogic principles and engaging in teacher-led classroom research.  I have examined, through UKRI funded research, the potential affordances that technology-based professional development might offer. I have lead two impact case studies (REF2021 and REF2029) which demonstrate the significance and reach of my research on teacher learning, FL practice and learner outcomes.