At AISL Harrow Schools, where corridors echo with a blend of English, Mandarin, and countless home and international languages, multilingualism is more than a skill. It has become a way of life. To explore how language learning shapes identity and educational experience, we spoke with Professor Linda Fisher, Professor of Languages Education at the University of Cambridge. A leading researcher on multilingualism, motivation, and language teacher education, Professor Fisher has spent her career unpicking how languages are learned, how beliefs about learning are formed and how schools can better nurture the multilingual potential of their students.
FROM MONOLINGUAL BEGINNINGS TO MULTILINGUAL ADVOCACY
Surprisingly, Professor Fisher’s passion for languages was sparked not by a multilingual childhood but by a single moment of discovery.
“I grew up in Ireland in a completely monolingual family,” she recalls. “Neither of my parents spoke another language. When I first heard French at school, I was blown away. I found it fascinating and wanted to keep studying French, German, a little Latin, whatever was available. I started as a schoolteacher, but I became increasingly interested in how people learn languages and how we can teach them better. That curiosity eventually led me into research and academia.”
Today, Linda leads the research at Cambridge on multilingual identity, language learning motivation, and the sociocultural dimensions of language education, working with both teachers and policy-makers.
WHAT MAKES AN EFFECTIVE LANGUAGE TEACHER?
When asked about the qualities that make a great language teacher, Professor Fisher’s answer begins not with academic credentials but with passion.
“The most important thing is that a teacher genuinely loves languages and can convey that fascination to students. Some children are naturally drawn to languages, but many need to see why it is exciting and valuable. Engagement is key.”
Beyond enthusiasm, she highlights the importance of deep subject knowledge and pedagogical skill. Interestingly, she stresses that teachers do not necessarily have to be native speakers to be effective.
“In fact, being a non-native speaker can be a real asset. You understand the learning process from the inside. You know the struggles, the ‘sticking points,’ and can guide students through them. Teachers also need to develop metalinguistic awareness, which is an understanding of how languages work and how they relate to each other. This allows them to help students draw on all their linguistic resources, even in multilingual classrooms where the teacher does not speak every language.”
This is especially relevant for AISL Harrow Schools, where students often arrive fluent in multiple languages or dialects. Fisher encourages schools to see this diversity as a resource rather than a challenge: “Ask students to be ‘linguistic detectives,’ to compare, connect and use the languages they know to learn new ones.”
THE ADVANTAGES AND CHALLENGES OF GROWING UP MULTILINGUAL
Professor Fisher is quick to celebrate the strengths that multilingualism brings. Research suggests cognitive flexibility, strong communication skills, and intercultural awareness are just some of the benefits.
“Children who grow up multilingual often find it easier to learn additional languages,” she explains. “Their brains have been ‘toggling’ between languages, which can give them a certain adaptability.”
However, she is careful to acknowledge the complexities. Some multilingual children speak later, take longer to develop fluency in each language, or experience moments of processing delay as they mentally navigate their linguistic repertoire. “There can be some trade-offs early on,” she says, “but these tend to even out over time. The long-term advantages are significant.”
For AISL students, this perspective reinforces the value of embracing and maintaining home languages while learning new ones at school.
MOTIVATION IN THE AGE OF DUOLINGO AND AI TECHNOLOGY
Sparking and sustaining motivation is a central challenge in language learning, especially when technology offers quick, gamified alternatives.
“Motivation is very individual,” Fisher notes. “Some students are inspired by cultural connections or travel, others by a sense of achievement, and some need a playful, gamified approach. What matters is setting realistic expectations and helping students see what they can do, rather than focusing on what they cannot.”
She sees technology and AI as powerful tools when used intentionally. Apps like Duolingo or AI chatbots can provide much-needed conversational practice and scaffolded, just-beyond-your-level challenges aligning with the educational principle of the “zone of proximal development.”
“In-class learning and technology should complement each other. A tool that encourages speaking and interaction in a safe, repeatable environment can boost confidence and motivation in the real classroom.”
METAPHORS AND THE BELIEFS THAT SHAPE LEARNING
One of Fisher’s most fascinating research areas examines how metaphors reveal students’ beliefs about language learning.
“Students often hold subconscious beliefs that shape their motivation,” she explains. “When I asked learners to describe language learning through metaphors, some said, ‘It is like pushing a boulder up a hill,’ a struggle they felt they would never master. Others said, ‘It is like cracking a walnut,’ so very hard, but rewarding once you get inside. These metaphors told us how they viewed themselves as learners.”
By making these beliefs visible and discussing them in class, Fisher and her colleagues saw a shift in attitudes that sometimes converts into action. Students who initially framed learning as impossible began to adopt more positive metaphors and, in turn, became more engaged.
RETHINKING LANGUAGE POLICY AND PRACTICE
Fisher reflects on the broader implications for schools and policymakers. She advocates for moving beyond “monolingual classrooms” to embrace the linguistic diversity students bring.
“Even in a formal language lesson, the classroom should be a space where students’ full linguistic repertoire is acknowledged. Schools can’t always offer every language formally, but they can nurture an environment where all languages are valued, and students see themselves as lifelong language learners.”
For AISL Harrow Schools, where bilingual and multilingual learning is a daily reality, her message is clear: language learning is not just about proficiency. It is about identity, curiosity, and connection. By empowering teachers, embracing diversity, and leveraging technology wisely, schools can unlock the full potential of multilingualism for the next generation.
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