- 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
Linda Fisher is Reader in Education at the Faculty of Education, University of Cambridge. Her current research interests are in multilingualism, multilingual identity, creativity in language learning, 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 Modern Languages PGCE, MPhil in Research in Second Language Education (RSLE), and PhD supervision for students working in the areas of multilingual identity, language learner and teacher beliefs, teacher education and motivation. She is involved in extensive work with secondary age language learners and their teachers. She is Co-Investigator and Education Strand Lead on the MEITS project (Multilingualism Empowering Individuals Transforming Societies), part of the Open World Research Initiative funded by an AHRC large-grant. This strand investigates participative identity construction in the language learning classroom. She is also Co-Investigator on a second OWRI AHRC large-grant project Creative Multilingualism, investigating creativity in the languages classroom.
2016 – 2020 Education strand lead Multilingualism Empowering Individuals, Transforming Societies (MEITS), [AHRC-funded large grant]
2016 – 2020 Co-investigator Education strand Creative Multilingualism [AHRC-funded large grant]
2014 – 2016 The education of disadvantaged EAL (English as an Additional Language) students: effective matching of needs to provision. Bell Foundation. Language development, social integration and educational achievement of EAL learners.
British Association for Applied Linguistics (BAAL)
British Educational Research Association (BERA)
Association for Language learning (ALL)
Cambridge Language Sciences
Cambridge Bilingual Network
Bennett, W. & Fisher, L. (forthcoming 2020) Multilingual Identity: Interdisciplinary Perspectives. CUP
Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. (2018). Participative multilingual identity construction in the languages classroom: A multi-theoretical conceptualisation. International Journal of Multilingualism. DOI: 10.1080/14790718.2018.1524896
Forbes, K. & Fisher, L. (2018). Strategy development and cross-linguistic transfer in foreign and first language writing. Applied Linguistics Review. DOI: https://doi.org/10.1515/applirev-2018-0008
Fisher, L. (2018). “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.
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