Faculty of Education, Social Sciences and Law

School of Education

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Dr Jean Conteh's selected publications


  • Conteh J, Teaching bilingual and EAL learners in primary schools, Transforming Primary QTS (London: Sage, 2012), 1-144

  • Multilingual Learning Stories in Britain, ed. by Conteh J, Martin P and Robertson LH (Stoke-on-Trent: Trentham Books, 2007)

  • Conteh J, Promoting Learning for Bilingual Pupils 3-11: opening doors to success (London: Sage., 2006)

  • Conteh J, Gregory E, Kearney C, Mor-Sommerfeld A, On Writing Educational Ethnographies: The Art of Collusion (Stoke-on-Trent: Trentham Books, 2005)

  • Conteh J, Succeeding in Diversity: Culture, Language and Learning in Primary Classrooms (Trentham Books, 2003), x,180p

Journal Articles

  • Conteh J, ‘Second Language Learning in the Early School Years: Trends and Contexts’, ELT JOURNAL, 68.3 (2014), 349-351
    DOI: 10.1093/elt/ccu020

  • Conteh J, Riasat S, ‘A multilingual learning community: Researching funds of knowledge with children, families and teachers’, Multilingua, 33.5-6 (2014), 601-622
    DOI: 10.1515/multi-2014-0030

  • Conteh J, ‘Counting them in: isolated bilingual learners in schools’, BRITISH JOURNAL OF EDUCATIONAL STUDIES, 61.4 (2013), 500-502
    DOI: 10.1080/00071005.2013.843939

  • Conteh J, ‘Families, pupils and teachers learning together in a multilingual British city’, Journal of Multilingual and Multicultural Development, 33.1 (2012), 101-116
    DOI: 10.1080/01434632.2011.638077

  • Conteh J, ‘Families, teachers and pupils learning together in a multilingual British city’, Journal of Multilingual and Multicultural Development 2012
    DOI: 10.1080/01434632.2011.638077

  • Conteh J, ‘Poetry and childhood’, Cambridge Journal of Education, 41.2 (2011), 230-231

  • Conteh J, Brock A, ‘Safe spaces'? Sites of bilingualism for young learnersin home, school and community’, International Journal of Biligual Education and Bilingualism 2010
    DOI: 10.1080/13670050.2010.486850

  • Conteh J, Kawashima Y, ‘Diversity in family involvement in children's learning in English primary schools’, English Teaching Practice and Critique, 7(2) (2009), 113-125

  • Conteh J, Kawashima Y, ‘Diversity in family involvement in children's learning in English primary schools: Culture, language and identity’, ENGL TEACH-PRAT CRIT, 7.2 (2008), 113-125

  • Conteh J, ‘Miss, can you speak French? - linking 'MFL', 'EAL' and 'English' in primary language teaching’, Race Equality teaching, 27(1) (2008), 17-20

  • Jackson A, Conteh J, ‘Different ways of seeing: a sociocultural approach to global education through art’, Education 3-13, 36.3 (2008), 265-280

  • Conteh J, Beddow D, Kumar R, ‘Investigating pupil talk in multilingual contexts: sociocultural learning, teaching and researching’, Education 3-13, 36.3 (2008)

  • Conteh J, ‘Opening doors to success in multilingual classrooms: bilingualism, codeswitching and the professional identities of ‘ethnic minority’ primary teachers’, Language and Education, 21.6 (2007), 457-472
    DOI: 10.2167/le711.0

  • Conteh J, ‘Multilingual and diverse' or 'English-speaking and homogeneous'? a case study of migration and settlement in a British city and the implications for language education and the wider society’, Studi Emigrazione, 43(1) (2006), 483-494

  • Conteh J, Hussain S, Rehman R, ‘More than just a 'rich resource'? - the skills and knowledge of bilingual teachers’, Race Equality Teaching, 23.1 (2004), 11-15

  • Conteh J, ‘Multilingual classrooms, standards and quality: three children and a lot of bouncing balls’, Language and Education, 14.1 (2000), 1-14


  • Conteh J, Brock A, ‘Children’s rights, identity and learning: the case for bilingualism’, in Children's Rights in Practice, ed. by Jones P and Walker G (Sage Publications Ltd, 2011), 124-139

  • Conteh J, ‘Making links across complementary and mainstream classrooms for primary children and their teachers’, in Sites of multilingualism: complementary schools in Britain today, ed. by Martin P and Lytra V (Stoke-on-Trent: Trentham, 2010), 149-160

  • Conteh J, ‘Bilingualism in mainstream primary classrooms in England’, in Language Learning and Teaching as Social Interaction, ed. by Hua Z and others (Palgrave Macmillan, 2007), 185-198

  • Conteh J, ‘Culture, Languages and Learning: mediating a bilingual approach in complementary Saturday classes’, in Multilingual Learning: stories from schools and communities in Britain, ed. by Conteh J, Martin P and Robertson LH (Trentham Books, 2007), 119-134

  • Conteh J, ‘Widening the inclusion agenda: policy, practice and language diversity in the curriculum’, in Changing Teaching and Learning in the Primary School (Buckingham: Open University Press, 2006)

  • Conteh J, Queirolo Palmas L, ‘Migrazioni, scuole e lingue in Gran Bretagna. (Migration, schools and language in Britain)’, in Scuole e migrazioni in Europa: dibattiti e prospettive. (Schools and migration in Europe: debates and prospects) (Roma: Carocci Editore, 2006)

  • Conteh J, ‘The negotiation of difference: the meanings of success in ethnically diverse classrooms’, in Ethnography and Education Policy, vol. 4, ed. by Walford G (Elsevier Science, 2001), 71-95


  • Ainscow M, Conteh J, Dyson A, Gallanaugh F, Children in Primary Education: demography, culture, diversity and inclusion, in Primary Review Research Surveys, (Cambridge: University of Cambridge Faculty of Education, 2007)

Scholarly Editions

  • Conteh J, Kumar R, Beddow D, Linking theory and practice in improving learning: collaborative action research in multilingual primary classrooms, ([n.pub.], 2008)

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