Clare Cunningham
Biographic Data
| ID | 4451808 |
|---|---|
| NAME | Clare Cunningham |
| GIVEN NAMES | Clare |
| FAMILY NAME | Cunningham |
| SIGNATURE | CUNNINGHAM C |
| AFFILIATIONS | York St John University |
| ORCID | 0000-0003-3767-7624 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘The end of civilisation’: Exploring children's eco-narratives through an analysis of visual grammar
This article reports on findings from a study investigating how a sample of 40 children aged 5–11 perceive and represent environmental issues through multi-modal eco-narratives (n = 40) that they have produced in response to a visual stimulus. Using a multimodal discourse analysis framework, the research explores the discursive and semiotic strategies children employ to express their knowledge, attitudes, and emotions about climate change and eco…
Teachers-as-pressed-flowers: Unpacking ‘inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools
The notion of inert benevolence has been written about in the context of primary school teachers working with languages beyond English (Cunningham and Little, 2022). However, the concept has a broader relevance for those working in education and this paper seeks to explore it more fully, through the use of the metaphor of a flower press in order to understand how the power of numerous factors bearing down on teachers leads to inert benevolence
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers
The UK, and perhaps particularly England, is often seen as a nation subscribing wholeheartedly to a monolingual mindset. The national curriculum remains resolutely monolingual, despite linguistic diversity in primary classrooms having increased rapidly. Current research and anecdotal evidence suggest that translanguaging in English schools is rare, despite the documented ‘multilingual turn’ in applied linguistics, and transnational practices are …
Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
Despite a well-documented and significant increase in the population of children in UK schools who speak language(s) beyond English at home, the national Newly Qualified Teacher survey regularly reports that new teachers do not feel confident or prepared to work effectively with ‘EAL children’. Whilst understanding the experiences and exploring the attitudes of newly-qualified, in-service and experienced teachers have been the subject of research…
Educators’ beliefs about English and languages beyond English: From ideology to ontology and back again
When ‘home languages’ become ‘holiday languages’: Teachers’ discourses about responsibility for maintaining languages beyond English
Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a c…
Preliminary investigation of flexibility in learning color‐reward associations in gibbons ( Hylobatidae )
Previous studies in learning set formation have shown that most animal species can learn to learn with subsequent novel presentations being solved in fewer presentations than when they first encounter a task. Gibbons (Hylobatidae) have generally struggled with these tasks and do not show the learning to learn pattern found in other species. This is surprising given their phylogenetic position and level of cortical development. However, there have…
Phylogenetic Separation in Limb Use in Captive Gibbons (Hylobatidae): A Comparison Across the Primate Order
Although there have been few studies of self‐scratching in primates, some have reported distinct differences in whether hands or feet are used, and these variations seem to reflect the evolutionary history of the O rder. Monkeys and prosimians use both hands and feet to self‐scratch while A frican great apes use hands almost exclusively. Gibbons represent an evolutionary divergence between monkeys and great apes and incidental observations at the…
When ‘home languages’ become ‘holiday languages’: Teachers’ discourses about responsibility for maintaining languages beyond English
Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a c…
Teachers-as-pressed-flowers: Unpacking ‘inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools
The notion of inert benevolence has been written about in the context of primary school teachers working with languages beyond English (Cunningham and Little, 2022). However, the concept has a broader relevance for those working in education and this paper seeks to explore it more fully, through the use of the metaphor of a flower press in order to understand how the power of numerous factors bearing down on teachers leads to inert benevolence
Phylogenetic Separation in Limb Use in Captive Gibbons (Hylobatidae): A Comparison Across the Primate Order
Although there have been few studies of self‐scratching in primates, some have reported distinct differences in whether hands or feet are used, and these variations seem to reflect the evolutionary history of the O rder. Monkeys and prosimians use both hands and feet to self‐scratch while A frican great apes use hands almost exclusively. Gibbons represent an evolutionary divergence between monkeys and great apes and incidental observations at the…
Preliminary investigation of flexibility in learning color‐reward associations in gibbons ( Hylobatidae )
Previous studies in learning set formation have shown that most animal species can learn to learn with subsequent novel presentations being solved in fewer presentations than when they first encounter a task. Gibbons (Hylobatidae) have generally struggled with these tasks and do not show the learning to learn pattern found in other species. This is surprising given their phylogenetic position and level of cortical development. However, there have…
When ‘home languages’ become ‘holiday languages’: Teachers’ discourses about responsibility for maintaining languages beyond English
Despite research evidence showing that home language maintenance is important both individually and societally, the task of managing and encouraging it has traditionally fallen to minority language communities and families, tending to lead to inter-generational language shift. Teachers’ discourses about responsibilities for language maintenance, attrition and shift have not been researched adequately. This paper addresses this gap by offering a c…
Educators’ beliefs about English and languages beyond English: From ideology to ontology and back again
Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
Despite a well-documented and significant increase in the population of children in UK schools who speak language(s) beyond English at home, the national Newly Qualified Teacher survey regularly reports that new teachers do not feel confident or prepared to work effectively with ‘EAL children’. Whilst understanding the experiences and exploring the attitudes of newly-qualified, in-service and experienced teachers have been the subject of research…
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers
The UK, and perhaps particularly England, is often seen as a nation subscribing wholeheartedly to a monolingual mindset. The national curriculum remains resolutely monolingual, despite linguistic diversity in primary classrooms having increased rapidly. Current research and anecdotal evidence suggest that translanguaging in English schools is rare, despite the documented ‘multilingual turn’ in applied linguistics, and transnational practices are …
Teachers-as-pressed-flowers: Unpacking ‘inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools
The notion of inert benevolence has been written about in the context of primary school teachers working with languages beyond English (Cunningham and Little, 2022). However, the concept has a broader relevance for those working in education and this paper seeks to explore it more fully, through the use of the metaphor of a flower press in order to understand how the power of numerous factors bearing down on teachers leads to inert benevolence
‘The end of civilisation’: Exploring children's eco-narratives through an analysis of visual grammar
This article reports on findings from a study investigating how a sample of 40 children aged 5–11 perceive and represent environmental issues through multi-modal eco-narratives (n = 40) that they have produced in response to a visual stimulus. Using a multimodal discourse analysis framework, the research explores the discursive and semiotic strategies children employ to express their knowledge, attitudes, and emotions about climate change and eco…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Multilingual Education and Policy (4 works) · Political science (4 works) · Second Language Learning and Teaching (4 works) · EFL/ESL Teaching and Learning (3 works) · Computer Science (2 works) · Ideology (2 works) · Linguistics (2 works)