Little
Dados Biográficos
| ID | 6133 |
|---|---|
| NOME | Little |
| SOBRENOME | Little |
| ASSINATURA | LITTLE |
| AFILIAÇÕES | University of Sheffield |
| ORCID | 0000-0002-9902-0217 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 21 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Books, 책, livres, vitabu, βιβλία
This special issue on multilingual picturebooks brings together a range of diverse scholars working across disparate linguistic and cultural contexts as they consider the impact of picturebooks on issues such as representation, inclusion, visibility, literacy, and identity. Given well-established links between language, identity, and literacy, this collection furthers both practical and theoretical considerations of how more visible and tangible …
“Britain has never made me feel like my home”
This study amplifies the underrepresented voices of multilingual young people with Chinese heritage in the UK, addressing a critical gap in heritage language (HL) research by centring race and racism. Drawing on raciolinguistics and Asian Critical Race Theory (AsianCrit), it offers a novel conceptual framework for understanding HL development as a racialised process among Chinese HL speakers. The analysis is based on 115 identity narratives and 3…
Literacy support in England
In this paper, we explore how literacy support for children from marginalised communities is expressed at policy level, and how this translates to the classroom. Focusing specifically on children who have been labelled as either “EAL” (English as an Additional Language) or “SEND” (Special Educational Needs and Disabilities), we explore the impact of these labels as part of children’s positioning and identities within schools. In critically juxtap…
We Need to Talk about Racism
This paper, co-authored by two adult academics and three young researchers aged 11 to 16, investigates the authors’ collective experiences in a participatory research project about growing up multilingual with Chinese heritage and migration background, where race and racism emerged as key themes. Drawing on critical dialectical pluralism and the concept of “reflexivities of discomfort,” we explore how co-constructing research with children and yo…
Beyond roots and wings
As identity research in a globalised world progresses, so does our understanding of the need for nuanced research methodologies, to capture the complexities of multilingual identities. In this paper, we systematically explore the entanglements surrounding dual or mixed identity, supported by the analysis of 132 identity narratives from multilingual young people (11–18 years old) with Chinese heritage. Applying a poststructural lens and drawing on…
Multilingual picture books – an analysis of language, content and poetic intention
In the past decades, the publishing industry has begun to recognise what Adichie calls ‘The Danger of a Single Story’. Since then, while picturebooks featuring children from a more diverse range of ethnicities and abilities/disabilities are beginning to get a stronger foothold, linguistic diversity remains somewhat elusive, especially outside the realm of dual language picturebooks, and the inclusion of Spanish in picturebooks in the United State…
Understanding parents’ pragmatic and emotional attachments to ‘their' language in multilingual family contexts
parents' pragmatic and emotional attachments to "their" language in multilingual family contexts: exploring self-assessment options for family well-being
Rivers of multilingual reading
The Rivers of Reading methodology has been used previously to explore children’s reading development, but very little research focusing on multilingual children exists. Similarly, reading for pleasure in multiple languages has received little attention. This paper addresses both these gaps. Seven children aged 8-13, across six multilingual families in England, constructed Rivers of Reading – a critical incident technique linked to reading resourc…
The power to SAY what I want to and it gets written down’
This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North Englan…
‘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 …
‘Half of who you are’
Aims and objectives: The study explores the emotional experiences of a mother and son during the re-introduction of the heritage language at age 6, following a 2-year hiatus. In particular, it seeks to highlight the affordances of a collaborative, emotionally sensitive approach to family language policy, with parent and child jointly incorporating and acknowledging aspects of the child’s identity development. Methodology: Adopting an autoethnogra…
Prompting heritage-language engagement in English-speaking Maltese families, via a family language programme intervention
This qualitative, exploratory research study is positioned within the field of Family Language Policy (FLP). Contextualised in bilingual Malta, where Maltese is the majority language, the study inquires into the effects of a plurilingual family language programme on the language ideologies within English-speaking Maltese families. The programme was followed by four such families over a four-week period, during which data were collected via the pa…
An un/familiar space
This paper, coauthored by mother and son (aged 10 at the time of writing, 12 at time of revisions), reports on the collaborative research experience during a 2.5-year-long autoethnographic study, which focused on bringing back the family heritage language after a 2-year break. Through a joint research diary, we regularly and rigorously chronicled both language-related conversations and our emotions linked to the process of bringing back the herit…
Whose heritage? What inheritance
Migration, global mobility and language learning are well established as independent and interrelated fields of study. With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research. This paper reports on a survey of 212 heritage language families and ten family interviews with families who, though not living in i…
Is there an app for that?’ Exploring games and apps among heritage language families
Heritage language families inhabit multiple languages, literacies and cultures. Enabling children to participate in heritage language and culture has beneficial effects in terms of identity, and cognitive development. Games-based technologies are opening up avenues for playful engagement with heritage language and literacy, but little is known about how families use such technology to support heritage languages. This paper seeks to address this g…
‘We are not as they think about us’
This paper reports a research study of Omani EFL learners’ motivation to \nengage in social technologies through the medium of English, adopting \nDörnyei’s (2009) L2 Motivational Self System as the main theoretical \nframework, whilst exploring other emergent context-sensitive motivational \ndriving forces. The purpose of the research study was to explore identities and \nself-perceptions of Omani nationals using social media to learn English, a…
Is there an app for that?’ Exploring games and apps among heritage language families
Heritage language families inhabit multiple languages, literacies and cultures. Enabling children to participate in heritage language and culture has beneficial effects in terms of identity, and cognitive development. Games-based technologies are opening up avenues for playful engagement with heritage language and literacy, but little is known about how families use such technology to support heritage languages. This paper seeks to address this g…
Beyond roots and wings
As identity research in a globalised world progresses, so does our understanding of the need for nuanced research methodologies, to capture the complexities of multilingual identities. In this paper, we systematically explore the entanglements surrounding dual or mixed identity, supported by the analysis of 132 identity narratives from multilingual young people (11–18 years old) with Chinese heritage. Applying a poststructural lens and drawing on…
An un/familiar space
This paper, coauthored by mother and son (aged 10 at the time of writing, 12 at time of revisions), reports on the collaborative research experience during a 2.5-year-long autoethnographic study, which focused on bringing back the family heritage language after a 2-year break. Through a joint research diary, we regularly and rigorously chronicled both language-related conversations and our emotions linked to the process of bringing back the herit…
Rivers of multilingual reading
The Rivers of Reading methodology has been used previously to explore children’s reading development, but very little research focusing on multilingual children exists. Similarly, reading for pleasure in multiple languages has received little attention. This paper addresses both these gaps. Seven children aged 8-13, across six multilingual families in England, constructed Rivers of Reading – a critical incident technique linked to reading resourc…
Understanding parents’ pragmatic and emotional attachments to ‘their' language in multilingual family contexts
parents' pragmatic and emotional attachments to "their" language in multilingual family contexts: exploring self-assessment options for family well-being
The power to SAY what I want to and it gets written down’
This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North Englan…
‘We are not as they think about us’
This paper reports a research study of Omani EFL learners’ motivation to \nengage in social technologies through the medium of English, adopting \nDörnyei’s (2009) L2 Motivational Self System as the main theoretical \nframework, whilst exploring other emergent context-sensitive motivational \ndriving forces. The purpose of the research study was to explore identities and \nself-perceptions of Omani nationals using social media to learn English, a…
Is there an app for that?’ Exploring games and apps among heritage language families
Heritage language families inhabit multiple languages, literacies and cultures. Enabling children to participate in heritage language and culture has beneficial effects in terms of identity, and cognitive development. Games-based technologies are opening up avenues for playful engagement with heritage language and literacy, but little is known about how families use such technology to support heritage languages. This paper seeks to address this g…
Whose heritage? What inheritance
Migration, global mobility and language learning are well established as independent and interrelated fields of study. With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research. This paper reports on a survey of 212 heritage language families and ten family interviews with families who, though not living in i…
An un/familiar space
This paper, coauthored by mother and son (aged 10 at the time of writing, 12 at time of revisions), reports on the collaborative research experience during a 2.5-year-long autoethnographic study, which focused on bringing back the family heritage language after a 2-year break. Through a joint research diary, we regularly and rigorously chronicled both language-related conversations and our emotions linked to the process of bringing back the herit…
‘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 …
‘Half of who you are’
Aims and objectives: The study explores the emotional experiences of a mother and son during the re-introduction of the heritage language at age 6, following a 2-year hiatus. In particular, it seeks to highlight the affordances of a collaborative, emotionally sensitive approach to family language policy, with parent and child jointly incorporating and acknowledging aspects of the child’s identity development. Methodology: Adopting an autoethnogra…
Prompting heritage-language engagement in English-speaking Maltese families, via a family language programme intervention
This qualitative, exploratory research study is positioned within the field of Family Language Policy (FLP). Contextualised in bilingual Malta, where Maltese is the majority language, the study inquires into the effects of a plurilingual family language programme on the language ideologies within English-speaking Maltese families. The programme was followed by four such families over a four-week period, during which data were collected via the pa…
Understanding parents’ pragmatic and emotional attachments to ‘their' language in multilingual family contexts
parents' pragmatic and emotional attachments to "their" language in multilingual family contexts: exploring self-assessment options for family well-being
Rivers of multilingual reading
The Rivers of Reading methodology has been used previously to explore children’s reading development, but very little research focusing on multilingual children exists. Similarly, reading for pleasure in multiple languages has received little attention. This paper addresses both these gaps. Seven children aged 8-13, across six multilingual families in England, constructed Rivers of Reading – a critical incident technique linked to reading resourc…
The power to SAY what I want to and it gets written down’
This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North Englan…
We Need to Talk about Racism
This paper, co-authored by two adult academics and three young researchers aged 11 to 16, investigates the authors’ collective experiences in a participatory research project about growing up multilingual with Chinese heritage and migration background, where race and racism emerged as key themes. Drawing on critical dialectical pluralism and the concept of “reflexivities of discomfort,” we explore how co-constructing research with children and yo…
Beyond roots and wings
As identity research in a globalised world progresses, so does our understanding of the need for nuanced research methodologies, to capture the complexities of multilingual identities. In this paper, we systematically explore the entanglements surrounding dual or mixed identity, supported by the analysis of 132 identity narratives from multilingual young people (11–18 years old) with Chinese heritage. Applying a poststructural lens and drawing on…
Multilingual picture books – an analysis of language, content and poetic intention
In the past decades, the publishing industry has begun to recognise what Adichie calls ‘The Danger of a Single Story’. Since then, while picturebooks featuring children from a more diverse range of ethnicities and abilities/disabilities are beginning to get a stronger foothold, linguistic diversity remains somewhat elusive, especially outside the realm of dual language picturebooks, and the inclusion of Spanish in picturebooks in the United State…
Books, 책, livres, vitabu, βιβλία
This special issue on multilingual picturebooks brings together a range of diverse scholars working across disparate linguistic and cultural contexts as they consider the impact of picturebooks on issues such as representation, inclusion, visibility, literacy, and identity. Given well-established links between language, identity, and literacy, this collection furthers both practical and theoretical considerations of how more visible and tangible …
“Britain has never made me feel like my home”
This study amplifies the underrepresented voices of multilingual young people with Chinese heritage in the UK, addressing a critical gap in heritage language (HL) research by centring race and racism. Drawing on raciolinguistics and Asian Critical Race Theory (AsianCrit), it offers a novel conceptual framework for understanding HL development as a racialised process among Chinese HL speakers. The analysis is based on 115 identity narratives and 3…
Literacy support in England
In this paper, we explore how literacy support for children from marginalised communities is expressed at policy level, and how this translates to the classroom. Focusing specifically on children who have been labelled as either “EAL” (English as an Additional Language) or “SEND” (Special Educational Needs and Disabilities), we explore the impact of these labels as part of children’s positioning and identities within schools. In critically juxtap…
Multilingual Education and Policy (11 obras) · Pedagogy (10 obras) · Psychology (10 obras) · Sociology (10 obras) · Heritage language (7 obras) · Linguistics (7 obras) · EFL/ESL Teaching and Learning (5 obras) · Political science (5 obras) · Gender Studies (4 obras) · Literacy (4 obras)