This year, we are pleased to have the following postgraduate tutors working with students on their dissertations.
Dr 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 cognitive development (e.g. executive control). Her current work focuses 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 and in Birkbeck College, University of London. She is now teaching linguistics and child language acquisition on the MSc Speech & Language Sciences. She has published in international journals such as Bilingualism: Language and Cognition, Applied Psycholinguistics, Psychonomic Bulletin and Review. Froso is one of the co-founders of UCL BiLingo (with Prof. Li Wei, Dr Merle Mahon & Dr Alex Perovic): 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.
Dr. 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.
Dr. Alfonso Del Percio is Lecturer in 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). His 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, in press). He is currently preparing an edited 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).
Dr Zsófia Demjén is Senior Lecturer in 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.
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.
Dr. 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.
Dr. Fiona Hyland has more than 30 years of experience teaching and researching in the areas of applied linguistics and teacher education in a variety of international contexts. Most recently she was Head of the English Language Education Division in the Faculty of Education at the University of Hong Kong and before that she was a lecturer at the IOE. Her PhD was on the topic of written feedback to ESL writers and she has published widely in both journals and edited volumes on the subject of feedback. She has very extensive experience of both distance and face-to-face supervision involving international students in a variety of contexts, including the Institute of Education.
Dr Talia Isaacs is Senior Lecturer in Applied Linguistics and TESOL. Her research has primarily centred on assessing second language (L2) speaking, with a focus on developing and validating rating scales, examining influences on listeners’ evaluative judgments of speech, and describing the nature of oral communication breakdowns and strategies in workplace and academic settings. Emerging research interests include health communication and technology-mediated assessment and much of her work is situated in the mixed methods research paradigm. Talia is a Member-at-Large on the International Language Testing Association (ILTA) Executive Board, an Expert Member of the European Association for Language Testing and Assessment (EALTA), and a Founding Member of the Canadian Association of Language Assessment (CALA). She serves on the Editorial Boards of Language Assessment Quarterly, Language Testing, and the Journal of Second Language Pronunciation. She is co-editor (with Pavel Trofimovich) of Second Language Pronunciation Assessment: Interdisciplinary Perspectives (2017, Multilingual Matters), an open access volume freely available at the following link: https://zenodo.org/record/165465#.WC7lvvmLSUl
Dr Matt Kedzierski holds a PhD in Education/Applied Linguistics from the University of Bristol. His academic interests centre on the relationship between foreign language education and large-scale social, economic and political transformations in Late Modernity. Alongside colleagues in the research network Globalisation, Education & Social Futures (at the universities of Bristol, Cambridge and Lancaster), he has been working on advancing a Cultural Political Economy of Education, with a specific focus on the perceived value of foreign language skills and associated developments in MFL pedagogy. Matt’s most recent projects have explored the growing use of EMI in higher education in East Asia (Comparative Education); the mechanisms behind the globalising of Mandarin Chinese as a foreign language (forthcoming book chapter) and the role of language in student mobility (The Language Learning Journal). Prior to joining the Applied Linguistics team at UCL, Matt held teaching and research positions at the University of Bristol, Bath Spa University and Zhejiang A&F University in China, where he coordinated and delivered modules on foreign language pedagogy, SLA, language and globalisation, as well as comparative and international education.
Dr Sharon McCulloch specializes in academic literacies and EAP, with a particular interest in the relationship between reading and writing, and source use in academic writing. She has published articles on engagement with source material by student writers and on epistemological stance in writing. She is also interested in workplace literacies and in how writing practices are shaped by policy and its interpretation. Before joining UCL’s IoE, she worked as a senior research associate at Lancaster University, investigating academics’ writing practices and how these are changing in light of wider changes in higher education, including research evaluation exercises. She has worked as an English teacher, teacher trainer and lecturer in the fields of TESOL and applied linguistics in Central Europe, the UK and Japan.
Dr. Caroline McGlynn has been teaching sociolinguistics and education in higher education for many years and more recently has taken on the role of an academic tutor providing specialised support for MA and PhD students. Caroline’s doctoral thesis was entitled ‘Language in Education Policy and Practice in Post-Colonial Africa: An ethnographic case-study of The Gambia’ and covered several areas of research including bilingualism and multilingualism, English as a global language, second language learner and teacher identities, intercultural communication as well as teaching and learning policies and practices including translanguaging and code-switching. Caroline also has a personal interest in the evolution of language, particularly language amalgams and new urban dialects. Caroline has worked on several research projects including an ESRC project looking at the language of the indigenous population of London and a project looking at the provision of pre-entry support to HE for mature learners in East London. Her recent papers focus on the demographics and language of Stratford in East London. Caroline is a committee member of the BAAL Language in Africa Special Interest Group and an External Examiner for the English Language programmes at Coventry University.
Dr. Victoria Odeniyi is an associate tutor on the MA Applied Linguistics with TESOL at the University of Leicester. Before this, she was a senior lecturer in EAP at Middlesex University, an assistant examiner for UCLES and taught on the Modern Language Studies degree at the Open University. She recently completed her doctoral studies in Applied Linguistics at Canterbury Christchurch University. The thesis, entitled ‘An exploration of students from the African diaspora negotiating academic literacies,’ focused on the experiences of multilingual students from diverse widening participation backgrounds. Her research and professional interests include academic literacies, language and identity, intercultural communication, professional issues in TESOL, discourse analysis and ethnography. Her publications include chapters in (En)Countering Native-speakerism: Global perspectives (Swan, Aboshiha and Holliday, eds., Palgrave Macmillan, 2015) and Academic Writing: International Approaches (Street and Rouffineau, eds., Routledge, in press).
Dr John O’Regan is Reader in 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, http://www.msnbc.com/hardball/watch/latest-isis-video-may-reveal-major-clues. 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.
Dr Amos Paran is a Reader in Second Language Education and 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.
Dr Ana Pellicer-Sánchez is Senior Lecturer in Applied Linguistics and TESOL. 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 has published in international Applied Linguistics journals such as Studies in Second Language Acquisition, Language Testing, Language Teaching Research, and Second Language Research. She is currently working on a book on the use of eye-tracking in Applied Linguistics research.
Dr Miguel Pérez-Milans is Senior Lecturer in 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 is currently co-editing with James W. Tollefson the forthcoming Oxford Handbook of Language Policy and Planning (2017). He has also been Book Review Editor for Journal of Multicultural Discourses (2008-2009).
Dr Siân Preece is a Senior Lecturer 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
Dr Andrea Révész is Programme Leader of the MA TESOL (campus). Her main research interests lie in the area of second language acquisition (SLA), in particular, the roles of tasks, implicit/explicit learning, interaction, and individual differences in SLA. Andrea 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 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.
Professor 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.
Dr. Goodith White recently retired from her post as Director of the Applied Language Centre, University College Dublin in the Republic of Ireland. Previously she was a Senior Lecturer at the University of Leeds and Canterbury Christchurch University. She has worked as a teacher and teacher trainer in Malaysia, Singapore, Oman, Finland and Italy. She is currently Secretary for the Language in Africa Special Interest Group, British Association of Applied Linguistics. Her main interests are teaching methodologies and the part played by language in migration and human rights issues. Her recent publications include the co-authored chapter, ‘Mediating between human traffickers and their victims: mobility, discourse and identity’ (Diskin, Martyn and Regan, eds. 2015), a co-authored book (with A. Walker) Technology enhanced language learning: connecting theory and practice (Oxford University Press, 2013) and a co-authored article, ‘Language and pedagogic practices in an Eritrean homework club’ in TESOL Quarterly (2013). She is currently writing a book for Routledge on the use of literature in language learning.
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 edited by Berg, M. and Sigona, N.