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Cardiff University

Country: United Kingdom
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2,480 Projects, page 1 of 496
  • Funder: UKRI Project Code: ES/D001595/1
    Funder Contribution: 241,393 GBP
    Partners: Cardiff University

    Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

  • Funder: UKRI Project Code: 2747067
    Partners: Cardiff University

    Vocabulary and oracy confidence are essential for children to develop and apply language across contexts, yet research on these areas for primary teaching and Welsh-English bilingualism appears minimal (Oracy APPG 2021; Jones 2017). This research therefore centres teacher development, exploring key linguistic components for effective bilingual vocabulary and oracy teaching toward informing guidance materials. Investigations centre lexical semantics (word meanings), metacognition (recognising thought processes) and oracy (speaking and listening), identifying key interconnections between lexical semantics, morphology, syntax, etymology and phonology for vocabulary teaching, oracy skill development and dialogic practice across the curriculum (Alexander 2018; Breadmore et al. 2019; Mercer and Manion 2018; WG 2020). This aligns with Welsh Government and English-Speaking Union prioritisations by promoting explicit oracy and vocabulary teaching strategies and confidence (ESU 2016). Research Question: What guidance do Wales 'Primary school teachers need to develop pupils' vocabulary and oracy confidence in English and Welsh across the curriculum? Sub-questions: 1. What current knowledge and metacognition do teachers have of vocabulary, relating to breadth and depth, including: morphology, etymology, semantics, and syntax? 2. How are English and Welsh teaching time balanced toward increasing oral confidence and vocabulary repertoires? 3. How are word meanings and applications taught in English and Welsh? d) Which strategies are applied to explicitly teach and assess vocabulary and oracy? Toward answering these, methodology includes: Teacher surveys using Likert scales and open questions on teacher confidence and understanding of linguistic terminology and Welsh/English teaching(Dornyei 2010)(N=40). Semi-structured teacher focus groups on planning, confidence and development needs(N=24). Observations of English and Welsh teaching (N=6)(Copland and Creese 2015). Creating and piloting guidance materials in schools. Teacher fidelity and anonymous child case studies will be sought to determine effectiveness post-study, alongside repeated surveys and focus groups (Dobinson and Dockrell 2021). The study should gain foundational insights toward future research needs, and positive links with schools. Alexander, R. 2018. 'Developing dialogic teaching: genesis, process, trial 'Research Papers in Education.33(5). pp:561-698 Breadmore, H.L; Vardy, E.J.;Cunningham, A.J; Kwok, R.KW; Carroll, J.M.2019.Literacy Development: Evidence Review. London: Educational Endowment Foundation Copland, F. and Creese, A. 2015. Linguistic Ethnography: Collecting, Analysing and Presenting Data. London: SAGE Dobinson, K.L. and Dockrell, J.E. 2021.'Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review'. First Language.41(5). pp:527-554. Dornyei, Z. 2010. Questionnaires in Second Language Research: Construction, Administration and Processing. London: Routledge. English Speaking Union (ESU). 2016. Speaking Frankly: The case for Oracy in the curriculum. London: ESU. Jones, B. 2017. 'Translanguaging in Bilingual Schools in Wales' Journal of Language, Identity and Education. 16(4) pp:199-215[Online]Available at: https://doi-org.abc.cardiff.ac.uk/10.1080/15348458.2017.1328282 [Last accessed 01/02/22] Lesaux, N.K.; Kieffer, M.J; Faller, S.E. and Kelley, J.G. 2010. 'The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools'Reading Research Quarterly.45(2). pp:196-228 Mercer, N. and Mannion, J.2018.Oracy Across the Welsh Curriculum. A research-based review: key principles and recommendations for teachers. Cambridge: Oracy Cambridge. Oracy APPG. 2021. Speak for Change: Final Report and Recommendations from the Oracy All-Party Parliamentary Group Inquiry. London: APPG

  • Funder: UKRI Project Code: AH/R014302/1
    Funder Contribution: 175,194 GBP
    Partners: Cardiff University

    The project arises from pressing issues of contested heritage in the great, living temple complexes at the heart of rapidly growing cities in Tamil Nadu. It examines two distinct temple cities of Tamil Nadu, Madurai and Kumbakonam, to address current concerns over the ways in which some functioning temples are being restored. Such concerns have recently led to court cases, and the involvement of UNESCO in an attempt to find ways to create appropriate conservation guidelines acceptable to different stakeholders. These must take into account the prescriptions of ancient Sanskrit ritual and architectural treatises, still much revered though not sufficiently understood. The project therefore aims to provide an authoritative body of research to inform inclusive and sustainable guidelines for heritage conservation and management in the temple cities. It will provide a well-researched history of the architecture, urban settings, and phases of renewal of the representative temple structures, and articulate the different narratives and perceptions about these sites. The nature of recent restorations will be ascertained and evaluated. Sanskrit texts will be studied for an overview of their relevant instructions, and to show how their theoretical concepts relate to the actual practice of temple design and conservation. Digital models will be created to encapsulate the research findings, to provide data for architectural analysis, and as a tool to elicit and express the multiple viewpoints of the community and stakeholders. The findings, as a basis for the future guidelines, will be presented in a report, which will appear on the project website along with the models. Other outcomes will include a special issue of a peer-reviewed journal.

  • Funder: UKRI Project Code: MC_PC_16030/1
    Funder Contribution: 485,233 GBP
    Partners: Cardiff University

    Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

  • Funder: UKRI Project Code: EP/D056519/1
    Funder Contribution: 52,233 GBP
    Partners: Cardiff University

    In the grant application, four specific adventurous research projects were identified, and procedures for promoting further adventurous research projects during the 24 month period of the grant were also proposed. However, the Panel has indicated that funding will be provided only to support Project 3 (one of the specific initial pilot studies in the grant application), and has requested that the original summary of the grant application should be modified to reflect only the funded component of the proposed research. The summary of this specific funded project is as follows:Project 3: Many important materials (including pharmaceuticals, pigments and other industrially important compounds) are prepared by the formation of crystals from solution. In the design of new materials, it is important to be able to induce a specific type of molecule to form a desired structural arrangement in the crystals that are formed in the crystallization process. To achieve this aim requires an understanding of how crystallization processes occur. Unfortunately, we currently have very little understanding of what happens in the crucial early stages of crystallization processes, and hence our ability to control such processes is severely limited. The proposed project will assess a new idea for gaining insights into the early stages of crystallization processes, by focusing on the molecular aggregates that are initially formed on the way to the formation of the final crystalline product.