This year, we are pleased to have the following postgraduate tutors working with students on their dissertations and reports for the MA Applied Linguistics and MA TESOL programmes. Profiles of the tutors can be found below the list.
Alfonso Del Percio
Jane Allemano is a Lecturer in Education, and co-founder of the MA TESOL Pre-Service programme.
Celia Antoniou is a Lecturer in Applied Linguistics and TESOL at the University of Portsmouth and she currently teaches on linguistics and TESOL related units at various levels, and a Senior Teaching Fellow at the UCL Centre for Applied linguistics. She holds an M.Phil. in Theoretical and Applied Linguistics from Trinity College Dublin, Ireland (Graduate scholarship). Additional honors and awards include her research studentship for a PhD in the Department of Language and Linguistics, University of Essex, UK. At the same institution, she was working as a Graduate Teaching Assistant for 5 years, teaching psycholiguistics, TEFL and general linguistics modules. She has taught as an EFL/ EAP lecturer at various universities including the Business school at Imperial College London. During her PhD studies, she has served as an Impact Communications Officer at the UK Data Service in their research methods and case study sector for two years. In 2015, she received the Excellence in Teaching Award (University of Essex) and the Tim Johns Scholarship from BALEAP. Her research interests lie in the following areas: Instructed SLA and language learning strategies, Individual differences, Task-based language teaching in online environments, Language teacher training and development, Higher education and EAP.
Froso Argyri’s main research interests are in bilingual and multilingual first language acquisition, child second language acquisition, heritage language development in childhood (including language development in EAL children), bilingual education, language impairment in bilingual children and bilingualism effects on cognition and the brain. Her current research focuses on childhood bilingualism effects on cognition and the brain, on the acquisition of Greek as a minority language in the UK and on how different factors impact bilingual language development, i.e. the role of age of onset of L2 acquisition, language dominance, cross-linguistic influence, and the role of the amount/quality of input bilingual children receive. She worked as a postdoctoral researcher in childhood bilingualism in the University of Edinburgh and in Aristotle University of Thessaloniki. She has taught in the Hellenic-American University in Athens, in Birkbeck College, University of London and in UCL. She is now teaching bilingual language acquisition and research methods on the MA in Applied Linguistics and MA TESOL. She has published in international journals such as Bilingualism: Language and Cognition, Linguistic Approaches to Bilingualism, Applied Psycholinguistics, Psychonomic Bulletin and Review. Froso is one of the co-founders of UCL BiLingo (with Prof. Li Wei, and Dr. Merle Mahon): a Bilingualism/Multilingualism Education and Information Service that aims to provide the London community and key agencies in the capital with the most up-to-date research-based advice, information, support and training on childhood bilingualism/multilingualism and learning English as an Additional Language (EAL). More details can be found at https://www.ucl.ac.uk/bi-multilingualism.
Erhan Aslan is a Lecturer in TESOL and Applied Linguistics at the University of Reading. Erhan’s main areas of interest are individual differences in second language learning inside and outside of instructional settings, interlanguage pragmatics, and second language learning and use in computer-mediated communication platforms. He is particularly interested in how pragmatic notions, such as directness, appropriateness, and politeness, manifest themselves in second language use in real-world situations and are affected by intra-personal characteristics such as motivation, anxiety, beliefs or personality as well as situational contexts of face-to-face and technology-mediated communication. He also has conducted research on language teacher identities, specifically native and non-native identities, in foreign language learning/teaching settings and discussed their implications for language teaching, learners, and language program administrators. Before joining the University of Reading, Erhan taught English as a second/foreign language for several years both in Turkey and the United States. He was the recipient of the prestigious Fulbright Student Grant and completed his MA degree as an exchange student in the United States. His research and teaching received recognition by various internal and external organizations.
Elaine Boyd has been involved in English language teaching, teacher training and assessment design for over 35 years for a range of international organizations. She has developed and delivered courses in teacher education and assessment literacy in Europe and India. She is the author of several ELT coursebooks including publications in the Gold exam series and Activate for younger learners. She has published articles in the fields of assessing spoken and written language such as Assessment Literacy for Teachers (2015), British Council. Her research also includes aspects of intercultural communication and she is one of the authors of the forthcoming ‘Intercultural Communication: What’s missing?’ in Language Assessment for Multilingualism (2016), CUP. She holds a PhD in spoken language and pragmatics from the University of Cardiff and is currently working on the Trinity Lancaster Corpus of Spoken Language.
Emma Brooks is a postgraduate tutor for the MA Applied Linguistics and MA TESOL In-Service programmes. Her professional background is as an ESOL teacher working with asylum seekers and (un)settled migrant communities in the UK. This forms the basis for her doctoral research which examines the linguistic and semiotic resources employed by health professionals and patients, in a superdiverse borough of London. Emma’s research interests include translanguaging, superdiversity, health communication, conviviality and the dominance of English as a global language. She has a particular interest in linguistic ethnography and the role of language in facilitating (in)equality. Emma is a frequent presenter at conferences in sociolinguistics and applied linguistics, both in the UK and overseas. She has co-edited a special issue of the journal, Bellaterra, on language ideologies and teaching in multilingual contexts. She is also a member of the UCL Institute of Education Ethics Committee, where she represents the views and interests of postgraduate students.
Alfonso Del Percio is Associate Professor of Applied Linguistics. He was trained in the fields of applied linguistics, critical sociolinguistics and linguistic anthropology at the University of St. Gallen, Fribourg and Chicago. His ethnographic and discourse analytic research deals with the intersection of language and political economy and focuses on language, migration and governmentality, the links between language, work, and social inequality. He also investigates the commodification of multilingualism and linguistic diversity under late capitalism. The outputs of Alfonso’s research have appeared in books published by Routledge, Bloomsbury, and Suhrkamp as well as in peer-reviewed journals such as Pragmatics and Society, Social Semiotics, Signs and Society, Anthropologie et Sociétés, Applied Linguistics Review, Language and Communication, and Language Policy (forthcoming 2017). Recent publications include “A Semiotics of Nation Branding” (Special Issue of Signs and Society, 2016), “Discourses of Diversity” (Co-edited special issue of Language and Communication, 2016) and “Language and Political Economy” (with Mi-Cha Flubacher and Alexandre Duchêne, Oxford University Press, 2017). He co-edited a volume entitled “Language, Education and Neoliberalism” (with Mi-Cha Flubacher, Multilingual Matters, 2017), a special issue in Language Policy on “Language and Commodification” and a book entitled “Branding a Multilingual Nation” (Routledge, forthcoming).
Zsófia Demjén is Associate Professor of Applied Linguistics and works on the MA in Applied Linguistics and the MA TESOL. Her research falls broadly in the areas of health communication, medical humanities and illness discourse, with specific interests in depression, schizophrenia, and cancer, and her work draws on the methods of discourse analysis, corpus linguistics, stylistics, and metaphor analysis. Her recent projects have developed new understandings of how linguistic choices can be: vehicles for expressing different aspects of the lived experience of illness (e.g. identity, sense of control); symptomatic of mental disorders; sources of evidence of attitudes towards health(care); and tools for community-building among people with similar conditions. Aside from language and illness, Zsófia is also interested in professional communication more broadly, as well as language creativity and humour. She has published in the Journal of Pragmatics, Applied Linguistics, Metaphor and the Social World, Communication & Medicine, Discourse Studies, and the BMJ’s Medical Humanities among others. She is author of Sylvia Plath and the Language of Affective States: Written Discourse and the Experience of Depression (2015) and co-editor of The Routledge Handbook of Metaphor and Language (2017). Before joining UCL’s IoE, Zsófia was a lecturer at The Open University, and she has also taught EFL and EAP in Austria, Chile and the UK.
Fotini Diamantidaki is a Lecturer in Education at the UCL Institute of Education, University of London UK. Fotini, has successfully co-launched a project on teaching literature in secondary school classrooms in England called ‘London Partnership launches literature’ and thanks to it, the PGCE Languages team has received a British Academy Award, for its innovative and engaging nature. She has received various small grands for developing language events at Post 16+ Level. She is the co-founder and joint chief editor of the International Journal of Education Innovation and Communication (JEICOM), Vice-president of research and academic affairs of http://coming.gr and editorial board member of the Journal of Applied Learning and Teaching (JALT). Her research interests include the integration of literature in the language classroom in combination with the internet and the digital technologies as well as the integration of world languages into the curriculum. Teacher education pedagogy and learning how to teach are fundamental strands to her research interests combined with cultural and intercultural education in classroom and higher education contexts and mentoring in teacher education. Her two most recent books have initiated the debate on the teaching of Literature in the Modern Foreign Languages classroom and on issues in Mandarin teacher education (read the IOE review).
Sophia Diamantopoulou is a Senior Teaching Fellow at the UCL Centre for Applied linguistics, contributing to the MA in Applied Linguistics and other BA courses at UCL. Her research interests are related to the broad areas of museum education, visual communication, multimodal social semiotics and discourse analysis. Sophia’s current research focuses on multimodal communication in museums and learning in the visual mode. Sophia has a wide range of teaching experience of over twenty five years across schools, museums and higher education in the UK and abroad. She has previously worked as a researcher on ten externally funded education projects at the Institute of Education (IOE) and has taught on various research methods courses at the IOE Doctoral School. Sophia has a longstanding involvement in the field of Multimodal Communication, Social Semiotics and Discourse Analysis. She has been one of the initial members of the steering group of the Centre for Multimodal Research (CMR), since its inception in 2003 and has co-organised the first two international conferences on multimodality at IOE in 2008 and 2010. She leads the Visual and Multimodal Research Forum seminar at the UCL CMR and runs reading groups on multimodality. Sophia has also published a number of articles on topics including museum learning, multimodal communication, museum visitors’ movement and children’s drawings in journals such as Museum and Society, Designs for Learning, The International Journal of Arts Education and Hermes: Journal of Language and Communication Studies.
Andy Gillett has many years of experience of working in further and higher education in the field of TESOL and specialises in ESP and EAP. He worked for many years at the University of Hertfordshire where he was programme leader for the MA in English Language Teaching. Since 2009, Andy has been involved in consultancy work in various countries, as well as continuing to teach MA students. His main research interests are connected with ESP and EAP, including the role of language in academic and professional success, course design, testing and teaching. He is also interested in the use of technology and the integration of computer assisted language learning into the ELT curriculum. He is currently teaching a research methods module to MA business students in Hertfordshire and has recently produced writing materials for an ESRC funded project at Coventry University and a course for vocational English teachers for the British Council. He is a member of IATEFL & TESOL and has been involved in the ESP SIGs since they began. He is a leading member of BALEAP, for which he was chair from 2003-2005.
Kate Hammer is a researcher at the University of London, and recipient of the Academic Excellence Scholarship from the School of Social Sciences, History and Philosophy at Birkbeck. She completed her PhD at the Department of Applied Linguistics and Communication at Birkbeck, University of London. Her principal research interests are in the interaction between language use in bilinguals, cognition and culture. Kate has been reading English Language and Linguistics for over 15 years, and she has taught at both undergraduate and postgraduate levels at the University of Westminster and Birkbeck, University of London. Kate has contributed book reviews in the fields of SLA, bilingualism, acculturation, intercultural communication and identity to a number of academic journals. Her current research project investigates shift in language dominance in bilinguals, and specifically its chronology and intensity across domains belonging to inner speech, cognitive and communicative functions. She is also interested in linguistic and socio-cultural realities of people living in global cities, and in current or former borderlands in Europe.
Sarah Horrod has extensive experience of working in higher education in the fields of TESOL and English for academic purposes (EAP). She was Senior Lecturer in Applied Linguistics and EAP at Kingston University; specialising in course and materials design in ESP, reflective practice for teachers and discourse analysis as well as running the In-sessional EAP programme. She has also taught EAP at SOAS University of London, and English in China and Turkey. Sarah completed her PhD at Lancaster University and her research explores connections between policy and practice in learning & teaching in higher education using an approach combining critical discourse studies (CDS) and the sociology of pedagogy. Her research interests also include multimodal discourse analysis and literacy studies. A recent publication is a book chapter in Critical Policy Discourse Analysis (2019, Edward Elgar Publishing) and she has a forthcoming article in the journal Discourse & Society.
Ruolin Hu is a Lecturer in Educational Linguistics at the University of Birmingham. She is the TEFL Programme Lead and the module lead for Researching Education and Communicative Language Teaching. Before joining the School of Education at Birmingham, Ruolin worked as a lecturer in Education and a researcher in Applied Linguistics at the University of York. Ruolin has extensive experience in teaching TESOL and Applied linguistics. Her research interests include language testing and assessment, test preparation and washback, validity and validation.
Li Wei’s main research interest is in the broad area of bilingualism and multilingualism, which includes Bilingual and Multilingual First Language Acquisition (BAMFLA), early second language acquisition (ESLA), speech and language disorders of bilingual and multilingual speakers, the pragmatics of codeswitching, bilingual education, and intercultural communication. His current work focuses on the creativity and criticality of multilingual speakers with a focus on how human beings use language (and other communication resources) in real-life situations. He views Applied Linguistics as offering a method of studying human sociality, human cognition and social structures. His research interests connect with other disciplines and research areas including diasporas studies, cultural memory, anthropology and psychology, Li Wei worked in Newcastle University (1991-2006) where he was Head of School of Education, and Birkbeck College, University of London (2007-2014) where he was Pro-Vice-Master. He is currently Chair of the University Council of General and Applied Linguistics (UCGAL), UK, and Principal Editor of the International Journal of Bilingualism (Sage), Co-Editor of Applied Linguistics Review (De Gruyter), Global Chinese (De Gruyter), and Chinese Language and Discourse (Benjmains)and the book series ‘Guides to Research Methods in Language and Linguistics’ (Wiley-Blackwell). His most recent publications include a jointly authored book with Ofelia Garcia: Translanguaging: Language, bilingualism and education, published by Palgrave Macmillan in 2014, an edited textbook: Applied Linguistics, published by Wiley-Blackwell in 2014 and The Cambridge Handbook of Linguistic Multicompetence, Cambridge University Press, 2016, edited with Vivian Cook.
Harriet Lowe is a Lecturer in Applied Linguistics and the Pre-Sessional Coordinator at the University of Greenwich. Her interests in the field started from teaching EFL, ESL and Academic English in Italy before carrying out her PhD at the University of Greenwich. Her research includes the use of psycholinguistic measures including eye-tracking, with a particular focus on second language processing and individual differences. Her PhD research investigated the transfer-of-training effects of Processing Instruction as a teaching intervention when processing a second language and the trainability of Foreign Language Aptitude. Her current research is using eye-tracking to explore cognitive processes relied on during second language acquisition. She is also interested in EFL teacher development, including teacher training and bridging the gap between research and practise. Before joining the Postgraduate Supervisor team at UCL IoE, Harriet worked as an MA supervisor and Academic English lecturer at the University of Westminster. More details can be found on her personal website: harrietllowe.wordpress.com
Xiaojun Lu is a postgraduate tutor for the MA Applied Linguistics and MA TESOL In-Service programmes. Her main research interests lie in second language acquisition and instruction, with a particular focus on second language writing. Her doctoral research has explored the cognitive processes during second language writing using a range of tools, including traditional techniques (e.g., questionnaires, verbal protocols) and more novel methods (e.g., keystroke logging). Xiaojun has presented her work at various prestigious international conferences, such as AAAL and EuroSLA. In addition, Xiaojun has recently participated in an international research project exploring L2 English test takers’ writing processes, funded by the Educational Testing Service.
Jim McKinley is Associate Professor of TESOL and Applied Linguistics and programme leader for the MA TESOL Pre-service. Having taught ESOL for many years in Japan and Australia, he started his academic career teaching at the University of Sydney. He then held permanent positions at Sophia University in Tokyo where he spent more than a decade, and later at the University of Bath. His research explores implications of globalisation for L2 writing, language education, and teaching in higher education. He has published in journals such as Applied Linguistics, Journal of Second Language Writing, Higher Education, TESOL Quarterly and System, is an editor of Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (2017, Routledge), an author of Data Collection Methods in Applied Linguistics (2019, Bloomsbury), an editor of The Routledge Handbook of Research Methods in Applied Linguistics (2020), and author of Challenges and Innovations in Research Methods in Applied Linguistics (2021, Routledge). He is currently co-editor of System and Cambridge Elements: Language Teaching. More information can be found on his personal website http://englishappliedlinguistics.com
Dina Mehmedbegovic-Smith is a Lecturer in Education, and co-founder of the MA TESOL Pre-Service programme. She was on the core IOE team developing the National English as an Additional Language (EAL) Workforce Strategy; a key staff member in the development of the new programmes addressing the needs of bilingual children: MA in Bilingual Learners in Urban Settings, PGCE EAL Pathway and the first UCL module focusing on international schools: Bilingual/Multilingual Learners in International School Settings. Her previous roles also include: Deputy Director of the London Education Research Unit (2009-11) and the editor of the IOE publication the London Digest, with the brief of generating and sharing knowledge on key education issues in London and global cities. Her research focuses on attitudes to bilingualism/multilingualism, minority languages and positioning of languages in relation to domination, political power and language disappearance. She is currently developing interdisciplinary work with colleagues from neuroscience aimed at providing a broader evidence base for advocating cognitive benefits of bilingualism in education and life-long learning. Her concept Healthy Linguistic Diet is an innovative approach to language learning and has been endorsed by the EU Commission in their report: Rethinking Language Education, as a part of the EU Language policy review. More information is available on her personal website http://healthylinguisticdiet.com/
John O’Regan is Professor of Critical Applied Linguistics, and a tutor on the MA Applied Linguistics and the MA TESOL. He has a wide and varied background in education, working for many years as a trainer in intercultural communication for the Council of Europe. John has published widely in applied linguistics on areas such as identity, critical discourse analysis, intercultural communication, and English as a global language. Journals include Applied Linguistics; Critical Discourse Studies; Educational Philosophy and Theory; Critical Inquiry in Language Studies; Language and Intercultural Communication; Journal of the Royal Asiatic Society Hong Kong; and Journal of the Association of Gravestone Studies. He has recently made a series of invited contributions to cutting-edge research compendiums. These include, Routledge Major Works Series, Major Themes in Education (2015); The Routledge Handbook of Language and Identity (2016); Research Methods in Intercultural Communication (2016); and The Cultural and Intercultural Dimensions of English as a Lingua Franca (2016). His views have also been sought by media outlets as a forensic linguist (see link here). His main interests at the moment include intercultural communication, critical discourse analysis, and the development of English in the world, with a particular focus on East Asian and South American contexts. He is a past editor of the international journal Language and Intercultural Communication and is currently working on a book entitled Global English and Political Economy.
Amos Paran specialises in Second Language Education and is a tutor on the MA in TESOL. Amos’s interests include the theory and practice of reading in a foreign language, the use of literature in the classroom, and distance education, and he has published widely in these areas. He is editor of Literature in Language Learning and Teaching (TESOL, 2006) and co-editor of Testing the Untestable in Language Education (Multilingual Matters, 2010). He has published a variety of coursebooks and supplementary skills books and worked on materials development projects for different parts of the world, and is co-editor, with Eleanor Watts, of Storytelling in ELT (IATEFL 2003). His most recent publication is Literature, a teacher’s resource book for using literature in the language classroom, co-authored with Pauline Robinson. His is editing a research collection on the use of Shakespeare with L2 learners. For the past 20 years he has been active in various capacities in IATEFL (International Association of Teachers of English as a Foreign Language), including 6 years as Treasurer and on the Board of Directors of the Association, and is currently on the Advisory Board of the association. He recently edited a special issue of the ELT Journal on the topic of Teachers’ Associations to celebrate 50 years of IATEFL. Amos is currently Book Reviews Editor for ELT Journal.
Ana Pellicer-Sánchez is Associate Professor of Applied Linguistics and TESOL. She is programme leader for the MA TESOL In-service. Her research focuses on the teaching and learning of vocabulary in a second or foreign language. Her main research interests include the use of psycholinguistic measures of reaction times (RTs) and eye-tracking to explore learners’ vocabulary acquisition, with a particular focus on incidental learning from reading, listening, and combined approaches. Her recent research has examined second language learners’ acquisition of new vocabulary, both single words and multi-word expressions, from reading using eye-tracking methodology. She is also currently interested in different applications of eye-tracking to the examination of different aspects of the second language learning process, including learners’ engagement with the different sources of input in multi-modal materials. Before joining the UCL IoE, Ana worked as an Assistant Professor in Applied Linguistics at the University of Nottingham (2012-2016). She is the co-author of Eye-tracking: A guide for Applied Linguistics Research (2018, Cambridge University Press) and co-editor of Understanding Formulaic Language: A Second Language Acquisition Perspective (2019, Routledge).
Miguel Pérez-Milans is Associate Professor of Applied Linguistics. He is programme leader for the MA Applied Linguistics. His research interests are related to the broad areas of multilingualism, language ideology, language and globalisation, language in late modernity, language and social interaction, and language policy. Over the last 15 years he has focused on the ethnographic and sociolinguistic study of the situated implementation of language-in-education policies in London, Madrid, Mainland China and Hong Kong, with close attention to schools’ local practices vis-à-vis wider institutional, national and international policies shaped by: a) mobility and migration; b) shifting politics of national identity; c) institutional neoliberalisation; and d) commodification of language and culture. Miguel was postdoctoral fellow at King’s College London (2010-2011), and worked as Assistant Professor at The University of Hong Kong (2011-2015). He has published in international journals within the fields of linguistics and language education studies such as Journal of Language, Identity and Education (2011), Pragmatics (2011), Linguistics and Education (2012), Spanish in Context (2012), International Journal of Multilingualism (2014), Pedagogies: An International Journal (2015), and Language Policy (2015). He has authored a book on English language education policies and practices in late modern China, in Routledge Critical Series in Multilingualism (2013), and co-edited with James W. Tollefson the BAAL Book Prize-winning Oxford Handbook of Language Policy and Planning (2017). He is also Co-Editor-in-Chief for the journal Language Policy.
Siân Preece is an Associate Professor and a tutor on the MA Applied Linguistics and MA TESOL. Siân’s research focuses on language and identity, particularly the intersection between gender, social class and race in relation to linguistic diversity, and the multilingual university, particularly plurilingual pedagogies and elite/ non elite multilingualism. Siân has a wide range of experience teaching EFL, EAP, academic literacies and teacher education in Greece and the UK. Siân is author of Posh Talk: Language and Identity in Higher Education (Palgrave, 2009); co-author of Language, Society and Power: an introduction, 3rd ed. (Routledge, 2011) and editor of the Routledge Handbook of Language and Identity (Routledge, 2016). She co-edited (with the late Prof Peter Martin) the Special Issue of Language and Education (2010, vol. 24, 1) ‘Imagining Higher Education as a Multilingual Space’. She has also published a number of articles and book chapters on topics including multilingual and multicultural identities, the performance of gender in spoken interaction and academic literacy practices in widening participation contexts. She leads the ESRC seminar series: The Multilingual University: the impact of linguistic diversity on higher education in English-dominant and English Medium Instructional Contexts. More details can be found at https://multilingualuniversity.wordpress.com
Andrea Révész is a leader in the area of second language acquisition (SLA), in particular, the roles of tasks, implicit/explicit learning, interaction, and individual differences in SLA. Andrea was previously a programme leader for the MA TESOL, and she taught EFL and ESL in various settings in Hungary and the US. She worked as instructor in the TESOL/AL programmes at Teachers College, Columbia University and as Visiting Assistant Professor at Georgetown University. Before joining the UCL IoE, she was a Lecturer at Lancaster University. Her current research investigates the cognitive processes involved in second language writing, the measurement of task-generated cognitive demands in second language speaking, sources of difficulty in second language listening, and the explicit-implicit interface in instructed SLA. Her work regularly appears in international journals such as Applied Linguistics, Applied Psycholinguistics, Language Learning, The Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly. She has also contributed to edited collections with chapters addressing issues on second language pedagogy, SLA, and applied linguistics research methods. Andrea is associate editor of the journal Studies in Second Language Acquisition and Vice-President of the International Association for Task-based Language Teaching. She also serves on the advisory board of IRIS, a digital repository of instruments for research into second languages.
Ruanni Tupas is Lecturer in the Sociolinguistics of Education. He has long-term interest in the study of Unequal Englishes, politics of English Language Teaching and inequalities of multilingualism, and has published extensively in a wide range of journals such as Journal of Sociolinguistics, Language Teaching, Language and Education, Literacy, International Journal of Bilingual Education and Bilingualism, Discourse, Context & Media, World Englishes, and Intercultural Education. He has also been involved in teacher training and education for a long time, having worked with teachers and student-teachers from Southeast Asia, including as a Project Director of a large-scale regional capability-building project in materials development funded by the Temasek Foundation of Singapore for tertiary teachers in Indonesia, Singapore, Vietnam and the Philippines. He is currently an Associate Editor of the International Journal of the Sociology of Language.
Kazuya Saito is Associate Professor in Second Language Acquisition. His research interests include how second language learners develop various dimensions of their speech in naturalistic settings; how their learning patterns can be related to individual variability in experiential, cognitive and sociopsychological profiles; and how instruction can help optimize the complex process and product of L2 speech acquisition in classroom contexts. The outcomes of his research have regularly been published in top-tier journals, such as Applied Linguistics, Applied Psycholinguistics, Bilingualism: Language and Cognition, Journal of Memory and Language, Studies in Second Language Acquisition, Language Learning, Language Teaching Research and TESOL Quarterly. For more details, see his personal website http://kazuyasaito.net/
Steve Wong is a Lecturer in the MA Applied Linguistics and MA TESOL programmes. His main research interests are in the area sociolinguistics and in particular, the ways ethnic and social identities emerge from people’s everyday talk. His current research project is a linguistic ethnography of a group of residents in Southeast London. His approach to researching language practices in urban contexts draws on the cross disciplinary understandings of globalisation, diaspora and superdiversity. He also has broad teaching experience ranging from EFL, ESOL, EAP, BA TESOL and MA programmes in several UK HE institutions. He has also authored a chapter in a forthcoming publication entitled Superdiversity: Spatial expressions and configurations (Berg & Sigona, eds).
Yasemin Yildiz is a Senior Teaching Fellow at UCL’s IoE. She has worked extensively as a lecturer, supervisor and teacher educator for universities in the UK, UAE and Turkey. Prior to joining UCL, she was an Assistant Professor and co-ordinator of the TESOL program at the British University in Dubai, and held a Visiting Lecturer position at the University of Westminster. She holds a BA in English Language, Literature and Linguistics (University of Westminster), an MA in Descriptive and Applied Linguistics, and a PhD in Linguistics from the University of Essex. Her ESRC funded doctoral research focused on the age effects of English L2 phonology by Turkish learners. Her work focuses on: developmental and educational linguistics, phonological theory, multilingualism, and teacher identity. She has engaged in multidisciplinary research which involves structuralistic, sociolinguistic, ethnolinguistic, cognitive-linguistic and corpus-linguistic approaches to language inquiry and education. Her language specialization is English, Turkish and Arabic linguistics. Among her recent publications are: ‘Language, Identity, and Education: A Sociolinguistic Perspective’, In Eugenie A. Samier and Peter Milley (Eds.), Educational Administration and Leadership Identity Formation: International Theories, Problems and Challenges. New York: Routledge (2020); ‘Orthographical, phonological and morphological challenges in bilingual language processing: The case of Turkish-English bilinguals’ (with Raman, Ilhan), In B. Christiansen, & E. Turkina (Eds.), Applied Psycholinguistics and Multilingual Cognition in Human Creativity (pp. 1-30). Hershey, PA: IGI Global (2019). She is also currently building the Mehmet-Shirin Corpus – established in 2015 – which involves a documentation of both her children’s English-Turkish bilingual speech development.
Sara Young is currently an Honorary Research Associate in the Department of Culture, Communication and Media, UCL Institute of Education. Following degrees in English Literature at Royal Holloway and Queen Mary, University of London, Sara moved into ESOL teaching and worked in Greece and Hungary for several years. On returning to the UK, she obtained an MRes in Social and Educational Research from the IoE in 2014, followed by her PhD in 2018. Her research interests include the study of language and identity, bi/multilingualism, and young people. Her doctoral research explored the linguistic experiences of Polish adolescent migrants in the UK, and especially in the context of Brexit. She is interested in the interdisciplinary nature of Applied Linguistics, and has published on migration as well as issues of language. Sara is also interested in the ethical nature of research, including the ethics of data translation and transcription, especially in multilingual research. Web: https://ioe.academia.edu/SaraYoung