Dr Dee Rutgers MA, PhD
Research Fellow
Summary
I joined the Sheffield Institute of Education Research and Knowledge Exchange (SIRKE) as a Research Fellow in January 2022. My current research interests include bi/multilingualism in education, including EAL and Content and Language Integrated Learning (CLIL) approaches, and the design and implementation of effective teacher professional development. My research strengths include qualitative study design/methods and systematic evidence reviews, but I also have substantial experience in mixed-method research and quantitative data management and analysis. I am currently involved in SIRKE projects for the Education Endowment Foundation (EEF), DfE, Wellcome, and Post-Primarily Languages Ireland, among others.
About
I received my PhD in Education from the University of Cambridge in 2014, with a thesis investigating the effects of bilingual education and CLIL on the further learning of languages (i.e., third language learning).
Since completing my PhD, I have worked on bi/multilingual education in a range of countries, including the Netherlands, Ecuador, the US (Florida) and the UK, exploring the cognitive, psychological, and social implications of bi/multilingualism for education and teacher professional development. This has included teaching undergraduate modules on multilingualism and language pedagogy and supervising MA theses in this area.
Recent projects that I worked on before joining Sheffield Hallam University in 2022 are the Knowledge Base of CLIL Teaching in Multilingual Primary Education (funded by a British Council ELTRA award); the Role of Multilingual Identity in Foreign Language Learning (Strand 4 of a large AHRC-funded project ‘Multilingualism: Empowering Individuals, Transforming Societies (MEITS)’; as well as the Teaching professionals Reflecting on Agency in Learning (TRAIL) professional development programme from the Cambridge Centre for Research on Play in Education, Development and Learning (PEDAL). At Sheffield Hallam, I am currently supporting various programme evaluation and research projects for the Education Endowment Fund, DfE, and Wellcome.
Work experience
Research Fellow, Sheffield Institute of Education Research and Knowledge Exchange, Sheffield Hallam University (2022 – present)
Research Associate, Centre for Research on Play in Education, Development and Learning (PEDAL), Faculty of Education, University of Cambridge (Aug 2020 – Dec 2021)
Postdoctoral Research Associate on AHRC-funded project ‘Multilingualism: Empowering Individuals, Transforming Societies (MEITS)’ – Strand 4, Faculty of Education, University of Cambridge (Oct 2017 – July 2020)
Visiting Research Scholar, Department of Teaching and Learning, College of Education, University of Florida (Oct 2016 – Sept 2017)
Research Associate, Facultad Latinoamericana de Ciencias Sociales (FLACSO) Ecuador, Laboratorio de Interculturalidad [Interculturality Lab] (March 2015 – Sept 2016)
Teacher-Researcher (Lecturer) for undergraduate programme ‘Bilingual Pre-school Education’, Universidad de Las Américas (UDLA) Ecuador, Faculty of Education (March 2014 – Feb 2015)
Education
PhD (University of Cambridge)
MPhil Research in Second Language Education (University of Cambridge)
MA Renaissance and Romantic Literature (University of Liverpool)
MA English Language and Culture (University of Groningen, Netherlands)
Teaching
Sheffield Institute of Education
College of Social Sciences and Arts
Subject area
Sheffield Institute of Education
Courses taught
MA TESOL
Research
At Sheffield Hallam, I am currently supporting various programme evaluation and research projects, including for the Education Endowment Fund, DfE, Wellcome and Post-Primary Languages Ireland. I am particularly interested in research that explores the cognitive, psychological and social implications of bi/multilingualism for education, and how we can best support multilingual students through appropriate pedagogical approaches. Effective professional development for teachers is a big part of providing this support, and my current research interests therefore include a focus on the effective design and implementation of teacher initial and continued professional development.
Selected research
Multilingualism: Empowering Individuals, Transforming Societies
Defining the knowledge base of CLIL teaching in multilingual primary education settings
Making change happen in teacher professional development
Regional Implementation Leads (RILs) in Bristol - Pilot Evaluation
Publications
Journal articles
Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A., & Liu, Y. (2024). Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England. Journal of Language, Identity & Education, 23 (2), 210-227. http://doi.org/10.1080/15348458.2021.1986397
Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y., & Rutgers, D. (2024). ‘I feel like I have a superpower’: a qualitative study of adolescents’ experiences of multilingual identity development during an identity-based pedagogical intervention. Journal of Multilingual and Multicultural Development. http://doi.org/10.1080/01434632.2024.2313564
Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y., & Rutgers, D. (2024). Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England. International Journal of Multilingualism, 21 (1), 418-438. http://doi.org/10.1080/14790718.2022.2060235
Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y., & Rutgers, D. (2021). Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention. The Language Learning Journal, 49 (4), 433-451. http://doi.org/10.1080/09571736.2021.1906733
Forbes, K., & Rutgers, D. (2021). Multilingual identity in education. The Language Learning Journal, 49 (4), 399-403. http://doi.org/10.1080/09571736.2021.1918850
Rutgers, D., & Evans, M. (2017). Bilingual education and L3 learning: metalinguistic advantage or not? International Journal of Bilingual Education and Bilingualism, 20 (7), 788-806. http://doi.org/10.1080/13670050.2015.1103698
Reports
Perry, E., de Winter, J., & Hartley, R. (2024). A Scoping Study into the Long-term Impacts of Additional Subject Specialism Professional Development. Sheffield Hallam University.
Willis, B., Maxwell, B., Stiell, B., Clark, L., Stevens, A., Clarkson, L., ... Zhu, H. (2023). Regional implementation leads in Bristol. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/support-for-schools/eef-regional-support/campaigns/regional-implementation-leads-in-bristol?utm_source=/support-for-schools/eef-regional-support/campaigns/regional-implementation-leads-in-bristol&utm_medium=search&utm_campaign=site_search&search_term=Regional%20implementation%20leads%20in%20Bristol
Bower, K., & Rutgers, D. (2023). Evaluation of a national pilot: The potential of CLIL for Ireland. Post-Primary Languages Ireland. https://ppli.ie/teaching-and-learning/clil-research-and-reports/
Stiell, B., Willis, B., Clarkson, L., Rutgers, D., McCaig, C., Crossfield, J., & Behailu, A. (2023). School Recovery Strategies: Year 2 findings Research report (January 2023). (DFE- RR1318). DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1131182/School_recovery_strategies_year_2_findings.pdf
Rutgers, D., de Graaff, R., van Beuningen, C., & Fisher, L. (2020). The knowledge based of CLIL teaching in multilingual primary education settings. (20.02). British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/L019_ELTRA_FINAL.pdf
Presentations
Perry, E., Booth, J., Rutgers, D., Boylan, M., Stiell, B., & Bevins, S. (2023). Making change happen in teacher professional development: Leadership, the school environment and the implementation of professional development. Presented at: British Educational Research Association Conference 2023, Birmingham, UK
Booth, J., Rutgers, D., Byrne, E., & Hotham, E. (2023). Making change happen in teacher professional development: leadership and the implementation of professional development in schools. Presented at: IPDA, Aston University
Postgraduate supervision
I contribute to the Doctorate in Education through the supervision of PhD students in the area of languages and education, including on the MA TESOL