Department of Education

Hamish Chalmers

Departmental Lecturer in Applied Linguistics

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.


Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Funded Research Projects:

  • Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment

  • Oct 2019 - Dec 2019

    Education Endowment Foundation (EEF)

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