Dr Sabine Little

About

Sabine is a Lecturer in Languages Education at the University of Sheffield, where she mostly directs distance learning education programmes taken by teachers and education practitioners all over the world.

Sabine Little on Twitter @sabinelittle

Research Interests

Sabine’s research centres around the complexities of notions such as “identity” and “belonging” in the context of multilingual families. Migration, educational experiences, societal pressures and intergenerational differences all feed into how different family members construct their identity, and her research focuses on the languages spoken within the family as a conduit to these constructs. As well as working holistically with families, Sabine is working within formal education contexts to help educators and policy-makers understand underlying complexities of identity and belonging in today’s “super-diverse” society

Recent Publications

Little, S. (2017)  ‘Whose heritage? What inheritance?: Conceptualising Family Language Identities’. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2017.1348463 (Gold Open Access)

Little, S. (2017) ‘A generational arc: early literacy practices among Pakistani and Indian heritage language families’. International Journal of Early Years Education, DOI: 10.1080/09669760.2017.1341302 (Gold Open Access)

Little, S. and Al Wahaibi, S. (2017) ”We are not as they think about us’: exploring Omani EFL learners’ ‘selves’ in digital social spaces. Multicultural Education Review. DOI: 10.1080/2005615X.2017.1346557

Nutbrown, C., Clough, P., Levy, R., Little, S., Lamb, T., and Yamada-Rice, D., (2016) ‘Families’ roles in children’s literacy in the UK throughout the 20th century’, in Journal of Early Childhood Literacy. DOI: 10.1177/1468798416645385
Lamb, T. and Little, S. (2016): Assessment for Autonomy, Assessment for Learning, and Learner Motivation: Fostering Learner Identities. In D. Tsagari (ed) Classroom-based Assessment in L2 Contexts. Cambridge: Cambridge Scholars Press (pp. 184-206)