Dissemination
2024
Dudley, A., & Marsden, E. (2024). The Lexical Content of High-Stakes National Exams in French, German, and Spanish in England. Foreign Language Annals, 57, 311-338. https://doi.org/10.1111/flan.12751
Dudley, A., Marsden, E., & Bovolenta, G. (2024). A Context-Aligned Two Thousand Test: Towards estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England. Language Testing, 41(4), 759-791. Advance online publication. https://doi.org/10.1177/02655322241261415
Dudley, A., Marsden, E., & Bovolenta, G. (2024). A Context-Aligned Two Thousand Test: Towards estimating high-frequency French vocabulary knowledge for beginner-to-low intermediate proficiency adolescent learners in England. Language Testing, 41(4), 759-791. Advance online publication. https://doi.org/10.1177/02655322241261415
Finlayson, N. E., Marsden, E., & Hawkes, R. (2024). Creating and evaluating corpus-informed word lists for adolescent, beginner-to-low-intermediate learners of French, German, and Spanish. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688241288877
Hwang, H.-B., Coss, M. D., Sato, M., Cárcamo, B., Nguyen, M., Dao, P., Iwashita, N., Loewen, S., Scheffler, P., Baranowska, K., Marsden, E., Hawkes, R., McKinley, J., & Ortega, L. (2024). (Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions. Language Teaching. Advance online publication. https://doi.org/10.1017/S0261444824000181
Marsden, E. & Hawkes, R. (2024). Balancing evidence-informed language policy and pragmatic considerations: Lessons from the MFL GCSE reforms in England. Languages, Society and Policy. https://www.lspjournal.com/post/balancing-evidence-informed-language-policy-and-pragmatic-considerations-lessons-from-the-mfl-gcse
2023
Alferink, I., & Marsden, E. (2023). OASIS: one resource to widen the reach of research in language studies. Innovation in Language Learning and Teaching, 17(5), 946-952. https://doi.org/10.1080/17501229.2023.2204100
Finlayson, N., & Marsden, E. (2023). Assessing depth of word knowledge of beginner learners of French, German, and Spanish aged 11-14 in England. In S. W. Chong, & H. Reinders (Eds.), Innovation in Learning-Oriented Language Assessment (pp. 137-161). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-18950-0
Finlayson, N. E., Marsden, E., & Anthony, L. (2023). Introducing MultilingProfiler: An adaptable tool for analysing the vocabulary in French, German, and Spanish texts. System, 118, Article 103122. https://doi.org/10.1016/j.system.2023.103122
Marsden, E., Dudley, A., & Hawkes, R. (2023). Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed. The Modern Language Journal, 107(3), 669–692. https://doi.org/10.1111/modl.12866
Marsden, E., & Hawkes, R. (2023). Situating practice in a limited-exposure, foreign languages school curriculum. In Y. Suzuki (Eds.) Practice and Automatization in Second Language Research: Theory, Methods, and Pedagogical Implications. Chapter 4. Routledge.
Marsden, E., Hawkes, R., Earnshaw, L., Hobson, V., & NCELP Team. (2023). NCELP Final Report. https://eprints.whiterose.ac.uk/200637/1/NCELP_Final_Report_9_April_2023.pdf
2019
Hawkes, R., Marsden, E. J., Avery, N., Kasprowicz, R., & Woore, R. (2019). Making language learning make sense at the National Centre for Excellence for Language Pedagogy. Languages, Society & Policy, May. http://www.meits.org/dialogues/article/foreign-language-learning-and-analysis-in-the-national-centre-for-excellence