Other Linguistics News

TIRF – 2016 Doctoral Dissertation Grants competition

Remove 20 April 2016

TIRF – The International Research Foundation for English Language Education – is pleased to announce its 2016 Doctoral Dissertation Grants (DDG) competition. Grants of up to US $5,000 will be made to successful applicants investigating any of the following topics:

  • Digital Technology in Language Education
  • English as a Medium of Instruction
  • Language Assessment
  • Language Planning & Policy
  • Language Teacher Education
  • Plurilingualism in Business, Industry, the Professions, and Educational Contexts  
  • Students’ Age and Effective English Language Education in Schools  

Applicants must be enrolled in a legitimate doctoral program and must have been advanced to candidacy. That is, they must have completed any required coursework and/or examinations, and must have had their research plan officially approved by their university committee.

TIRF is pleased to note that half of the available funding for the 2016 DDG competition will be used to support doctoral candidates’ research at universities in the countries on the OECD DAC list of nations: http://www.oecd.org/dac/stats/documentupload/DAC%20List%20of%20ODA%20Recipients%202014%20final.pdf. These monies will also be used to fund candidates’ research whose work has the potential for positive impact in countries on the OECD DAC list.

TIRF is particularly interested in research proposals that have clear implications for policy makers and others in positions to make decisions about English language education practices. Thus doctoral students from countries on the OECD DAC list are eligible, as are candidates whose work has the potential to directly and positively influence English language education in those countries.

The application deadline is Wednesday, April 20, 2016. For further information, including accessing the call for proposals, resource videos, frequently asked questions, and information about past recipients and their studies, please visit http://www.tirfonline.org/research-grants/doctoral-dissertation-grants/

TIRF and its Trustees are grateful to be working in partnership with Cambridge English Language Assessment and the British Council, as well as individual donors, in support of the 2016 DDG competition.

You are welcome to write to info@tirfonline.org if you have any questions about this announcement.

Crosstalk and Crosstalk 2

Remove 7 May 2016

The BBC transmitted Crosstalk in 1979 with John Gumperz as the academic consultant. Some years later, again with John Gumperz as the academic consultant, Crosstalk 2 was transmitted.

These were widely used in the 80s and 90s but subsequently have been hard to get hold of. The BBC director of these films, John Twitchin, is able to make the DVDs available and they remain classic examples of applied interactional sociolinguistics.

John can be  contacted at:  johntwitchin@diversityworks.co.uk

Ton Vallen Award 2016

Remove 1 June 2016

We would like to announce that the Ton Vallen Award 2016 is now open for submission.

Ton Vallen (1946-2011) was Professor of Multilingualism and Education at Tilburg University, The Netherlands, and a deeply committed member of Babylon, Center for the Study of the Multicultural Society. He dedicated his life and work to the complex issues of language in education in a society increasingly characterized by linguistic and cultural diversity. In memory of his life and scholarship, the Babylon Center, with the support of Multilingual Matters, honors the scholarly efforts of young postdoctoral researchers in Ton Vallen’s field through the annual Ton Vallen Award.

The Ton Vallen Award intends to provide an incentive to young researchers in this field of inquiry, to publicize and highlight excellence in scholarship in this field, and to stimulate discussion and collaboration among the research community in this field.

The Ton Vallen Award is given to the author(s) of an article on sociolinguistic and educational issues in multicultural societies, published in an academic journal in the year prior to the award.

The Ton Vallen Award comes with a diploma and will be widely publicized through a network of academic communication channels.

The Ton Vallen Award Committee consists of Jan Blommaert (chair), Guus Extra, Sjaak Kroon, Ad Backus, Jeanne Kurvers, Nancy Hornberger and Sirpa Leppänen.

Ton Vallen Award 2016: Submission and eligibility guidelines

  • Authors should have obtained their PhD degree not longer than five years prior to the publication of the article they submit. In case of co-authored articles, all authors of the articles need to satisfy this requirement.
  • The submitted article needs to be published in an international peer-reviewed journal. The language of publication is English. The year of publication is 2015.
  • The topic of the article needs to be clearly within the field of sociolinguistic and educational issues in multicultural societies. Articles need to be based on original research, present and discuss new data, and give evidence of an effort towards theoretical and methodological innovation.
  • The article needs to be submitted electronically, in PDF version, to the Ton Vallen Award Committee via babylon@uvt.nl, accompanied by a CV of the candidate and a statement (a) that the information contained in the CV is truthful and (b) that the applicant(s) is (are) the effective author(s) of the article. Fraudulent submissions will be publicized.
  • The deadline of submission is June 1, 2016, 12 noon Western European time. Submissions after that deadline will not be considered.

See also http://www.tilburguniversity.edu/about-tilburg-university/schools/humanities/dcu/ton-vallen-award/

ELTRA 2016: English Language Teaching Research Awards

Remove 22 April 2016

Following the success of the past seven years, the British Council is pleased to announce its 2016 call for research proposals under the ELT Research Awards scheme. Through this scheme we aim to facilitate the production of innovative research to benefit the learning and teaching of English throughout the world by co-funding a number of partnership awards. Resulting articles will be published as part of the British Council Research Papers series online (click here). The deadline for the 8th round of applications is 22nd April 2016.

What is the purpose of the ELTRA scheme?

  • To facilitate the production of high quality research from the UK relevant to ELT practitioners.
  • To improve access of ELT policy makers and professionals worldwide to high quality and relevant research from the UK.
  • To facilitate and encourage the establishment and maintenance of active research links between ELT professionals and policy makers in the UK and overseas.

Who may apply?

Any person resident in the UK with an affiliation to a UK educational institution. The award agreement may be with either the individual or the institution.

Note: Although the applicant must be resident in the UK, the research may, in whole or in part, take place outside the UK or by persons not resident in the UK.  

What type of activity can be considered?

The British Council is particularly interested in research within the following areas:

  • Learning & teaching of English at younger ages
  • ICT and new technologies in ELT
  • Teacher education and training
  • English as a Medium of Instruction (EMI)
  • English language testing and assessment and applications of the CEFR
  • English language programme evaluation
  • English for development: Social, economic, political aspects of English, education, and language teaching

However, proposals for any research activity relating directly to the learning, teaching, or assessment of English as a foreign, second, or additional language will be considered.

There must be a clear research output which the British Council will disseminate and which must be in a format that can be shared publicly and without cost throughout the world.  Successful applicants must produce a final article on the project. This would normally include the rationale, methodology, findings, discussion and implications, and references. See guidelines to authors (here) for more information.  In addition to this output, researchers are encouraged to publish further outputs elsewhere, for example in peer-reviewed journals and at conferences.

How can I apply?

All applications for a research award proposal must be submitted within the ELTRA application form. Send the completed form to:  eltra@britishcouncil.org.

Deadline: 22nd April 2016

Please ensure the document is saved in Microsoft Word as a .doc document (NOT .docx).

Free online learning course: 'Dyslexia and language teaching’

Remove 18 April 2016

We are pleased to announce the second run of the free online learning course on 'Dyslexia and language teaching’ (https://www.futurelearn.com/courses/dyslexia) between the 18th of April – 15th of May 2016.

This highly successful course is offered by Lancaster University in cooperation with FutureLearn and the Dystefl2 project and takes place over four weeks entirely online. It is aimed at English language teachers, teachers of modern foreign languages, teacher trainers, educators and trainee teachers who are interested in how they can accommodate and cater for the needs of students with dyslexia in foreign/second language classrooms.

In this course, which is based on the award-winning materials of the Dystefl project (www.dystefl.eu), you can find out about the nature of dyslexia and how it affects the learning of additional languages. You can explore a variety of useful techniques, including recent computer-assisted tools that you can take into the classroom to help students with dyslexia in acquiring another language.

Lead educator Prof. Judit Kormos and well-known experts Dr. Anne Margaret Smith and Dr. Joanna Nijakowska give practical guidance and advice on enhancing the phonological awareness, vocabulary knowledge and reading skills of dyslexic language learners.

The materials and tasks in the course can be applied for various age groups of dyslexic students and for a variety of language learning contexts including the teaching of English as a foreign/second language and the teaching of modern foreign languages.

Enrolment is now open (https://www.futurelearn.com/register) and we are looking forward to welcoming you, your colleagues and students as one of our participants.

Working Papers in Urban Language & Literacies, 2015

Remove 31 March 2016

Here is an update on the Working Papers in Urban Language & Literacies posted between the ends of October and December 2015, followed by a list of all the others during 2015:

  • WP183 Carhill-Poza 2015. Silenced partners: The role of bilingual peers in secondary school contexts Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peers as a resource for language learning. This study explores how adolescent immigrant students engaged multiple linguistic codes for language and content learning in urban US high schools….
  • WP182 Holmes 2015. Promoting multilingual creativity: Key principles from successful projects  There are now over 1 million pupils in UK schools who speak English as an additional language (EAL). In intensely diverse contexts such as London this has thrown up new hybrid ways of using language. Rather than languages living neatly side by side, they mix and mingle, with individuals drawing on two or more languages at once as they communicate and express themselves….
  • WP181 Goebel 2015. From backstage to frontstage in interviews Taking inspiration from Goffman’s work on the presentation of self, from work on register formation and from critiques of interviews, this paper looks at how one bureaucrat, Ismail, presents himself as an exemplary bureaucrat and leader through the moving of backstage signs to a frontstage performance…
  • WP180 Pérez-Milans 2015. Late modern reflexivity in linguistic ethnographies of youth This short paper begins with a sketch of the dominant approaches to reflexivity in contemporary applied linguistics and social theory. It critically examines recent contributions on the interrelation between agency, reflexivity and social structure from the field of critical realism in sociological research vis-à-vis well established work in the language disciplines…..
  • WP179 Peled 2015. Language, power, ethics and superdiversity  In an era characterised by increasingly dynamic population mobility, traditional presuppositions about the substance of individual and group identities, and about the social and political semiotics that shape them, seem inadequate. In superdiverse societies, the question of language poses a particularly difficult challenge, owing both to its identitarian and communicative dimensions….
  • WP178 Rampton, Charalambous & Charalambous 2015. End-of-Project Report - Crossing languages & borders: Intercultural language education in a conflict-troubled context  This is a final report to the Leverhulme Trust of a project funded from 2012 to 2015. After long-established hostility, as a reconciliatory gesture in 2003, the Republic of Cyprus introduced optional Turkish-as-a-Foreign-Language classes for Greek-Cypriots…

Working Papers in Urban Language & Literacies focuses on linguistic practice, literacies and mediated communication in diverse and stratified urban settings.  It publishes research committed to developing

  • sociolinguistic, applied and educational frameworks adequate for the analysis of urban language, literacies, interaction and learning
  • modes of intervention in language policy and practice that are productively tuned to the realities of contemporary urban life.

Since it was launched on Academia.edu in October 2014, WPULL has received more than 23,000 visits. Earlier in 2015, we posted:

  • WP177 Charalambous, Charalambous, Khan & Rampton 2015. Sociolinguistics and security.
  • WP176 Martín Rojo 2015. Five Foucauldian postulates for rethinking language and power
  • WP175 Goebel 2015. Infrastructures for ethnicity   
  • WP174 Spotti & Kroon 2015. Multilingual classrooms in times of superdiversity  
  • WP173 Tremlett & Harris 2015. Beyond the interview: Ethnicity/'race' in sociological research  
  • WP172 Borba 2015. A sociolinguistics from the South? Discursive colonization, epistemological imbalances and rehearsed narratives at a Brazilian gender identity clinic
  • WP171 Cross 2015. Double edged risk: Disabled people’s negotiation of status in Adult Protection proceedings
  • WP170 Blommaert 2015. Chronotopic identities.  
  • WP169 Bock 2015. ‘Why can’t race just be a normal thing?’: Entangled discourses in the narratives of young South Africans  
  • WP168 Collins 2015. Negotiating language diversity and social inequality: Policies and practices at South City Primary School.  
  • WP167 Fabricio 2015. Infectious repetition-differentiation in an on-line debate on sexualities: Textual friction, scale shifts and resemiotization potential   
  • WP166 Gao 2015. Multilingualism and good citizenship: The making of language celebrities in Chinese media    
  • WP165 Rampton 2015. The next ten years for applied linguistics?    
  • WP164 Parkin 2015. Revisiting: Keywords, transforming phrases, and cultural concepts    
  • WP163 Borba 2015. How an individual becomes a subject: Discourse, interaction, and subjectification at a Brazilian gender identity clinic    
  • WP162 Rampton 2015. Post-panoptic standard language?     
  • WP161 Holmes 2015 Monsters, myths and Multilingual Creativity    
  • WP160 Peck & Stroud 2015. Skinscapes    
  • WP159 Urciuoli 2015. The compromised pragmatics of diversity     
  • WP158 Pérez-Milans 2015. Language and identity in linguistic ethnography     
  • WP157 Mendoza-Denton 2015. Gangs on YouTube: Localism, Spanish/English variation and music fandom
  • WP156 Segal & Lefstein 2015. Exuberant voiceless participation: Dialogic sensibilities in the primary classroom
  • WP155 Eley 2015. A micro-ecology of language in multi-ethnic Frankfurt: The linguistic ethnography of a barbershop
  • WP154 C. Charalambous, M. Zembylas and P. Charalambous 2015. Superdiversity & discourses of conflict: Interaction in a literacy class
  • WP153 Blommaert 2015. Pierre Bourdieu and language in society.
  • WP152 Rampton, Blommaert, Arnaut & Spotti 2015. Superdiversity and sociolinguistics
  • WP151 Cox 2015. Ethnographic research on ad-hoc interpreting in an emergency department: The challenges of data collection
  • WP150 Van der Aa & Blommaert 2015. Ethnographic monitoring and the study of complexity.
  • WP149 Street 2015. Meanings of culture in development: A case study from literacy
  • WP148 Busch 2015. Linguistic repertoire and Spracherleben, the lived experience of language
  • WP147 Woydack & Rampton 2015. Text trajectories in a multilingual call centre: The linguistic ethnography of a calling script
  • WP146 Pérez-Milans 2015. Language Education Policy in Late Modernity: (Socio)linguistic ethnographies in the European Union
  • WP145 Heinrichsmeier 2015. Do people forget they're being taped? Linguistic ethnography and non-overt orientations to the recording device

Ben Rampton, Working Papers in Urban Language & Literacies

Linguistic Landscape 1:3

Remove 31 March 2016

This month sees the publication of Issue 3 of the first volume of Linguistic Landscape, published by John Benjamin. For festive reading, colleagues are invited to enjoy the four contributions from this issue:

‘Making scents of the landscape’ – Alastair Pennycook and Emi Otsuji


‘Linguistic warscapes of northern Mali’ – Fiona McLaughlin


‘The languages of places of worship in the Kuala Lumpur area: a study on the “religious” linguistic landscapes in Malaysia’ – Paolo Coluzzi and Rie Kitade


‘The performativity of the body: turbulent spaces in Greece’ – E. Dimitris Kitis and Tommaso M. Milani


Dr Robert Blackwood, Associate Editor, Linguistic Landscape

English Language Teacher Education and Development Journal (Volume 18)

Remove 31 March 2016

We are very pleased to let you know that latest volume of English Language Teacher Education and Development Journal (Volume 18) is now freely available on-line at: http://www.elted.net/latest-volume.html

This volume contains the following articles:

  • Developing teacher language awareness via in-service training: trainers’ beliefs - Daniel Xerri
  • Becoming a better teacher in the writing class: a case study of a writing tutor in a university in China - Fu Bei
  • Transnational English language teaching: opportunities for teacher learning and development - Sarina Chugani Molina
  • Counting the words that count – using a lexical analysis tool to explore feedback to student teachers - Doreen Spiteri
  • The facilitation of reactive teaching during pre-service teacher education - Mike Chick
  • Why and how to include textbook analysis in language teacher education programs - Eva Waltermann & Claire Forel

English Language Teacher Education and Development (ELTED) Journal - ISSN 1365-3741 - is an open access peer-reviewed journal for the worldwide ELT community which is produced by the Language Learning, Teaching and Assessment (LLTA) Research Group of the Centre for Applied Linguistics, University of Warwick. It seeks to provide a medium for the exchange of ideas and information on theoretical and applied issues pertaining to English language teacher education. The journal is targeted at all those involved in English language teacher education and development worldwide, for whom, at present, there are few published journals dealing specifically with English language teacher education and development.

Gerard Sharpling, Chief Editor, ELTED Journal

Richard Smith, Chair, ELTED Journal Editorial Committee

Translation and Translanguaging: Investigating Linguistic and Cultural Transformations in Superdiverse Wards in Four UK Cities (2014 – 2018)

Remove 31 March 2016

The AHRC funded project Translation and Translanguaging: Investigating Linguistic and Cultural Transformations in Superdiverse Wards in Four UK Cities (2014 – 2018) (AH/L007096/1) has a new Working Papers Series.  We are publishing project findings across the interdisciplinary themes of sociolinguistics, and business/entrepreneurism, heritage, sport and exercise, and law.  

On the completion of each phase the project team will make available their city and cross-case study reports.

Our language, business and superdiversity reports are now available at:


Angela Creese, MOSAIC Centre for Research on Multilingualism, University of Birmingham

Books for review in Discourse & Society

Remove 6 March 2016

the titles below are currently available for review in Discourse and Society:

  • Al Zidjaly, N. (2015). Disability, discourse and technology: agency and inclusion in (inter)action. Basingstoke: Palgrave Macmillan.
  • Arendholz, J., Bublitz, W., & Kirner-Ludwig, M. (Eds.). (2015). The pragmatics of quoting now and then. Berlin & Boston, MA: De Gruyter Mouton.
  • Back, M. (2015). Transcultural Performance: Negotiating Globalized Indigenous Identities. Basingstoke: Palgrave Macmillan.
  • Bayley, R., Cameron, R., & Lucas, C. (Eds.). (2015). The Oxford handbook of sociolinguistics. Oxford: Oxford University Press.
  • Demjen, Z. (2015). Sylvia Plath and the language of affective states: written discourse and the experience of depression. London & New York: Bloomsbury.
  • Duvall, J. N., & Marzec, R. P. (Eds.). (2015). Narrating 9/11: Fantasies of State, Security, and Terrorism. Baltimore, MD: Johns Hopkins University Press.
  • Fetzer, A., Weizman, E., & Berlin, L. N. (Eds.). (2015). The dynamics of political discourse: forms and functions of follow-ups. Amsterdam & Philadelphia, PA: John Benjamins.
  • Frawley, A. (2015). Semiotics of happiness: rhetorical beginnings of a public problem. London & New York: Bloomsbury.
  • Gaenssbauer, M. (2015). Popular belief in contemporary China: a discourse analysis. Bochum: Projekt.
  • Goebel, Z. (2015). Language and superdiversity: Indonesians knowledging at home and abroad. Oxford & New York: Oxford University Press.
  • Grujicic-Alatriste, L. (Ed.). (2015). Linking discourse studies to professional practice. Bristol: Multilingual Matters.
  • Hartelius, E. J. (Ed.). (2015). The rhetorics of US immigration: identity, community, otherness. University Park, PA: The Pennsylvania State University Press.
  • Kelsey, D. (2015). Media, myth and terrorism: a discourse-mythological analysis of the “blitz spirit” in British newspaper responses to the July 7th Bombings. Basingstoke & New York: Palgrave Macmillan.
  • Kozubíkova Šandová, J. (2014). Speaker Involvement in Political Interviews. Frankfurt am Main: Peter Lang.
  • Lorenzo-Dus, N., & Garcés-ConejosBlitvich, P. (Eds.). (2013). Real talk: reality television and discourse analysis in action. Basingstoke: Palgrave Macmillan.
  • Musolff, A., & Zinken, J. (Eds.). (2015). Metaphor and discourse. Basingstoke: Palgrave Macmillan.
  • Mustapha, A. S., & Mills, S. (Eds.). (2015). Gender representation in learning materials international perspectives. New York & London: Routledge.
  • Nickerson, C., & Planken, B. C. (2015). Introducing business English. Abingdon & New York: Routledge.
  • Noy, C. (2015). Thank you for dying for our country: commemorative texts and performances in Jerusalem. Oxford & New York: Oxford University Press.
  • Osborn, J. (2015). Community colleges and first-generation students: academic discourse in the writing classroom. New York, NY: Palgrave Macmillan.
  • Pécoud, A. (2015). Depoliticising Migration: Global Governance and International Migration Narratives. Basingstoke: Palgrave Macmillan.
  • Piazza, R., Haarman, L., & Caborn, A. (Eds.). (2015). Values and choices in television discourse: a view from both sides of the screen. Basingstoke: Palgrave Macmillan.
  • Planchenault, G. (2015). Voices in the media: performing French linguistic otherness. London & New York: Bloomsbury.
  • Rubdy, R., & Ben Said, S. (Eds.). (2015). Conflict, exclusion and dissent in the linguistic landscape. Basingstoke & New York: Palgrave Macmillan.
  • Shenhav, S. R. (2015). Analyzing social narratives. New York, NY: Routledge.
  • Tsung, L., & Wang, W. (Eds.). (2015). Contemporary Chinese discourse and social practice in China. Amsterdam & Philadelphia, PA: John Benjamins.
  • Weizman, E., & Fetzer, A. (Eds.). (2015). Follow-ups in political discourse: explorations across contexts and discourse domains. Amsterdam & Philadelphia, PA: John Benjamins.
  • Wodak, R. (2015). The politics of fear: what right-wing populist discourses mean. Thousand Oaks, CA: Sage.
  • Wyss, E. L. (Ed.). (2014). Communication of love: mediatized intimacy from love letters to SMS. Bielefeld: Transcript.
  • Zimmermann, K., & Kellermeier-Rehbein, B. (Eds.). (2015). Colonialism and missionary linguistics. Berlin & Boston, MA: De Gruyter Mouton.

If you are interested in contributing a review, please register your interest by competing the form at http://tinyurl.com/DASbookreview.

Reviews for Discourse & Society should provide an overview of the contents of the book, as well as a reasoned and well-argued evaluation of its contribution to scholarship at the intersection of discourse analysis and the social sciences. Simple chapter-by-chapter descriptions are undesirable.

Your review should be returned within three months of your receipt of the book, and will normally be published within twelve months of acceptance of the manuscript.

Dr Alon Lischinsky, Oxford Brookes University, Review editor, Discourse & Society

Glossary of Grammatical Terminology for Schools

Remove 25 February 2016

As some of you may know, the Linguistics Association of Great Britain (LAGB) has a long-standing interest in building bridges to schools and an education committee responsible for this building process (http://lagb-education.org/).

Reacting to recent developments in England's schools, this committee has produced a glossary of grammatical terminology for use in schools: http://lagb-education.org/grammatical-terminology-for-schools . This glossary includes 302 head words, with hyperlinks between entries. It has been formally adopted by the LAGB as an internally consistent guide for school teachers through the complexities of our discipline. Even though no LAGB member is happy with every entry, we do agree that it is better for us to produce a compromise synthesis than to leave this task to individual school teachers.

Colleagues in other countries, especially in English-speaking countries, may be interested to know about this glossary. We would, of course, be delighted to hear of similar initiatives or glossaries in other countries.

Richard Hudson (dickhudson.com)

Response to Nurse Review

Press release from the Academy of Social Sciences and Campaign for Social Science

Remove 25 February 2016

View online here

Download pdf here

The Nurse review’s praise for the excellence of UK research must translate into continuing financial support for science when the Chancellor announces the government’s spending plans next week, say social scientists.

The Academy of Social Sciences together with its Campaign for Social Science welcome the report to the Department of Business, Innovation and Skills today from Sir Paul Nurse, president of the Royal Society – but his strong endorsement of the quality of research makes it even more urgent that the money is found.

The government should take especial note of Nurse’s warning against setting the level of public funding for science and technology at ‘sub-optimal’ level.

The Academy and Campaign have joined the Campaign for Science and Engineering, the British Academy and others in urging the government to sustain public investment in science, at least maintaining the real value of the science budget.

Professor Roger Goodman, chair of the Academy Council, called on social scientists to ‘seize the opportunity to lead and shape the cross-disciplinary research commended by Nurse. The review is welcome recognition that none of the challenges facing the UK can be addressed except by mobilising all the disciplines – with social science involved from start to finish.’

Social scientists should be at the forefront of exploiting the ‘common research fund’ proposed in the review, helping to frame the societal challenges and needs to which all the research councils will respond. The Economic and Social Research Council this year celebrates its 50th anniversary. In recent years, it has led several of the cross-disciplinary programmes launched by Research Councils UK – which demonstrates the appetite of social scientists to work with their colleagues, Professor Goodman noted.

But there are gaps in the new report. ‘Nurse leaves open important questions about the organisation of the research councils and support for research in universities, which we would like to see quickly resolved. It is unclear how funds will be allocated within Research UK (the new overarching body proposed by Nurse), creating ‘unwelcome uncertainty’ according to Professor James Wilsdon, chair of the Campaign for Social Science.

‘Nor is it clear how research funds will be distributed to universities under the dual support system – which Nurse has strongly supported. We will be underlining to the  government the Nurse recommendation that administration of quality-related funds  be kept strictly separate from research council grants, to preserve a mechanism that everyone agrees is responsible for the UK’s amazing performance.’

The Academy and Campaign, which will publish their full response to the Nurse proposals and the higher education green paper in the New Year, welcome proposals to enrich conversations between Whitehall departments and the devolved administrations and the research councils, including the proposed new ministerial committee (depending on how it is constituted). Social researchers and economists in both universities and in government have a common interest in addressing ‘what works’ questions to do with productivity, public services, ageing and social mobility.

Notes to Editors

  • The Academy of Social Sciences is the principal national academy for social sciences in the UK, representing 40 learned societies and 1,000 distinguished fellows.
  • The Campaign for Social Science earlier this year published The Business of People, setting out the strengths of UK social science.

For more information, please contact

David Walker, Head of Policy, Academy of Social Sciences / Campaign for Social Science


RaAM Early Career Research Prize

Remove 31 March 2016

The RaAM (Association for Researching and Applying Metaphor) Early Career Research Prize aims to encourage the production and dissemination of high quality research in the field of metaphor. The prize will be awarded biennially for the best research paper published by a researcher who has recently completed a PhD.

For application details see: http://www.raam.org.uk/about-raam/early-career-prize/

The prize for 2016 will be GPB200 + 1 year’s free membership of RaAM.

The deadline for submitting a paper is 31 March 2016.