Our research and multidisciplinary work is focussed on language teaching and learning and multiliteracies.
The group was formed in 2011 within the Department of Language and Literature Pedagogy, School of Education, Complutense University of Madrid, in response to the concerns of teaching staff and doctoral students, related to the roles and status of languages, in both spoken and written modalities, in the Spanish educational system; and particularly, within teacher education programmes. This initial concern is also shared by teachers at schools throughout the Madrid region, as well as by university professors and instructors in Spain and abroad who have joined our group,which aims to offer a space for FORMULATING questions, for reflection, and for offering possible responses to the core issues that have brought us together: language and literacy education from a multidisciplinary perspective.
The group’s coordinators are interested in promoting teaching and research initiatives in the field of educational linguistics. We teach a variety of undergraduate and graduate modules, organise seminars and carry out research, which we disseminate through a number of networks and platforms, attempting to bridge the gulf that separates universities and schools in the Spanish context, providing an open forum for debate and participation with courses and pedagogical innovation projects.
Springing from our participation in the Comenius Lifelong Learning Project (2011-13) Teacher Learning for European Literacy Education ( www.tel4ele.eu), the group has grown, welcoming participation from doctoral students and teachers from other institutions and universities who share an interest in teaching writing and reading in different languages. Since 2013, the ForMuLE group has led teaching innovation projects based on the systemic functional approach to genre pedagogy,that of Reading to Learn (readingtolearn.com.au).
The Forum on Multilingualism and Literacy in Education offers a space for reflection and research on language teaching and learning and on literacy in all of its modalities.
Our overarching aim is to promote a debate around the competences that are necessary for communication in the 21st century, and how they should be approached and developed across different educational levels, with educational linguistics as the core issue for our work.