Dr Abigail Parrish
Abigail’s primary research focuses on student motivation and need satisfaction in school language lessons, using Self-Determination Theory, and considers this in light of student choice. Other work considers school-level language policy and decision-making. She has also contributed to research into teacher engagement with research, the use of a computer game in primary French lessons and the impact of undergraduate mentoring programmes in secondary schools, and investigated the teaching of Dutch at a secondary level. She regularly presents her work at national and international conferences, to both academic and practitioner audiences
Abigail teaches on the Secondary PGCE course, the MA in Education, the MA in Education with TESOL and the BA Linguistics & TESOL, with a focus on education policy and research skills. She is also responsible for the Assessment-only route to QTS for secondary.Away from BGU, Abigail has run workshops for teachers in Italy on using CLIL (Content & Language Integrated Learning) approaches and has worked with lecturers and trainee teachers at Nakhon Ratchasima Rajabhat University in Thailand.
Abigail’s research is grounded in Self-Determination Theory and her main research interests lie in student motivation in languages and subject choice. She is also interested in language policy, particularly in relation to schools.
2020: Self-determination theory & language learning online summer symposium (organiser)
2019: School-level language policy through a student lens. Language Policy Forum, University of Edinburgh
2019: Why do you do your work in language lessons? Exploring student motivation across the year groups. Self-Determination Theory conference, Egmond aan Zee, The Netherlands
2018: There’s no such thing as a Brusselo: The Brexit monster looming large over language teaching & learning. Monsters Conference, Bishop Grosseteste University
2018: Which languages? The dilemma of diversifying provision. Language Policy Forum, Sheffield Hallam University
2018: External challenges, internal solutions: Can training providers contribute to steering subjects out of troubled waters? TEAN National Conference, Birmingham
2017: Connecting the dots between head teachers’ language skills, choice and student motivation in modern foreign languages. BERA national conference, Brighton
2017: Should you offer students a choice? Motivation and decision-making in GCSE language study. ResearchED English & MFL conference, Oxford
2016: Languages in schools: The student view. UK language policy after Brexit conference, Sheffield Hallam University
2015: Everyone speaks English anyway: Motivation & learning languages in the English-speaking world. ALAA / ALANZ / ALTAANZ Linguistics Conference, University of South Australia
2015: Everyone speaks English anyway: Motivation & learning languages in the English-speaking world. Languages, Education & Diversity conference, University of Auckland
2015: Foreign language provision and learners’ attitudes in UK schools. The Politics of Teaching & Learning Languages conference, UCL
2015: Do students who have a choice demonstrate higher levels of motivation? ResearchED national conference, London
2014: From Dutch to Diversification. Research students’ education conference, University of Leeds
2012: You as Teacher-Researcher. Invited presentation to MA Applied Professional Studies in Education students, University of Sheffield
Abigail Parrish (2020). Book Review: Contemporary Language Motivation Theory: 60 Years Since Gardner and Lambert (1959). Journal of Language and Social Psychology. DOI: 10.1177/0261927X20926552
Abigail Parrish (2020). Modern foreign languages: decision-making, motivation and 14–19 schools. Cambridge Journal of Education, 50(4), 469-481. DOI: 10.1080/0305764X.2020.1724261
Abigail Parrish (2019). Curriculum change in modern foreign languages education in England: barriers & possibilities. The Language Learning Journal. DOI: 10.1080/09571736.2018.1557733
Abigail Parrish & Ursula Lanvers (2019) Student motivation, school policy choices and modern language study in England, The Language Learning Journal, 47:3, 281-298, DOI: 10.1080/09571736.2018.1508305
Parrish, A. & Lanvers, U. (2017, June 29). Let’s use Brexit to stop linguistic complacency. i newspaper.
Parrish, A. & Lanvers, U. (2017). Why just speaking English isn’t going to cut it anymore. The Conversation.
Parrish, A. & Taylor, F. (2014). Beyond the big three: French, German and Spanish aren’t the only languages that matter. The Conversation.
Parrish, A. (2012). Shall we go Dutch? Deutsch Lehren und Lernen, 45, pp. 13-15.
Parrish, A. (2012). Au revoir, le français? TES, Friday, February 24 2012, p. 47
Parrish, A. (2011). Dutch for Experts. Languages Today, 08, p. 11.
Parrish, A. (2011). Double Dutch on the Curriculum. Languages Today, 08, p. 30.
2018: Student motivation, school policy choices and modern language study in England. University of Exeter.
Lauren Jarvill (2018 – present): The concept of tolerance in religious education (2nd supervisor)
Fiona McManus (2019 – present): EAL and the curriculum (2nd supervisor)
Jessica Vernon (2019 – present): Using student-designed interventions to increase motivation in modern foreign languages (2nd supervisor)