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
Ana Inés Salvi
Dr 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.
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 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.
Dr 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.
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.
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.
Dr Adam Clark is a Senior Teaching Fellow on the MA TESOL and MA Applied Linguistics programme. His research interests are primarily language policy and language-in-education policy in multilingual societies. His PhD research concerned the current role of Putonghua in Hong Kong’s language policy and the way that this is expressed through Hong Kong’s official language policy and through other grassroots expressions of bottom-up language policy, such as job advertisements. He is also interested in the way in which language policy is developed in postcolonial societies and the identity building nature of language. In addition, Adam is interested in the provision of minority language education in schools and the way that this is dealt with in policy. He also teaches Japanese language and Sociolinguistics at The University of Edinburgh and works as a postgraduate tutor on Edinburgh’s own TESOL programme.
Dr 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).
Dr 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.
Dr Fotini Diamantidaki is a lecturer in Education at the UCL Institute of Education, University of London UK. She received a Ph.D. in applied linguistics from Nice Sophia Antipolis University in France, an M.A. in applied linguistics from the same University, a B.A. from the Aristotle University in Thessaloniki, Greece and a Post Graduate Certificate in Education (PGCE) from the UCL Institute of Education in London UK. She 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.
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.
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 Tomasz John is a Postgraduate Tutor/Dissertation Supervisor for the UCL MA Applied Linguistics and MA TESOL programmes. With degrees in Internationalisation, TESOL and Applied Linguistics, Tomasz has gained an extensive experience through working and teaching in international higher education sector. He manages UCA (University for the Creative Arts) International Pathway Programmes in the UK and China as a Head of English for Academic Purposes Programmes and overseas international student experience. His career and research interest in internationalisation have allowed Tomasz to actively develop the UCA institutional vision and culture through implementing comprehensive internationalisation strategy into university life. Tomasz’s research revolves around re-imagining the Internationalisation of HE. Drawing on contemporary work and thinking in the areas of cross-cultural pedagogy, he seeks to create spaces for the voices and experiences of both students and staff working in international education. Within an interdisciplinary framework, his research explores sociocultural and sociolinguistic dimensions of the issue. Tomasz has used his research as a tool to challenge preconceptions about international students to strengthen cultural sensitivity in pedagogical approaches, and contributed to developing a university culture that supports ‘internationalisation at home’ initiatives and embraces ‘other’ academic and intellectual traditions.
Dr Harriet Lloyd is a Senior Teaching Fellow at the UCL Centre for Applied linguistics. Her areas of expertise are language in professional and institutional contexts (including the mass media) and discourse and multimodal analysis. For her PhD project, Harriet used multimodal DA to examine television representations of and focus group discussions about disadvantage in the UK. She has since gained research experience on projects on television news representations of elections, devolved politics and industrial disputes, as well as institutional and intercultural communication, including exploring ‘Multiple Roles and Communicative Goals in Nursing Handovers’. She has lectured at Cardiff University, UWE and Middlesex University, taught introductory courses at pre-degree level to adult learners, and worked in a writing support service for students, advising them on how to build arguments, improve their academic writing style and address feedback on previous work. She co-authored ‘Contesting Terms and Concepts in the Civic Sphere’ in The Routledge Handbook of Language Awareness (2018), wrote the chapter ‘Pity, Mass Media and Social Scales’ in Downscaling Culture: Revisiting Intercultural Communication (2016) and is currently working on the article ‘The myth of giving as good: charitable giving represented as an end in itself’ for the journal Discourse, Context and Media.
Dr 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, as an instructor in the university’s Learning Centre, and as a lecturer on the MEd in TESOL. He then held permanent positions at Sophia University in Tokyo, and later at the University of Bath. His interests are in research methods in applied linguistics and TESOL, second language writer identity, English medium instruction (EMI) in the internationalisation of higher education, and academic community development. He was principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ – a project from which he is developing further investigation into TESOL researcher-practitioners. He is currently involved in a project investigating language related challenges in EMI with colleagues from the University of Oxford, funded by EMI Oxford and another funded by British Council. He has published in journals such as Applied Linguistics, Journal of Second Language Writing, Higher Education, 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.
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 (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.
Professor 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.
Dr 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 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 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 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 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
Professor 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.
Dr Ana Inés Salvi is Senior Teaching Fellow in Applied Linguistics and TESOL at UCL and Dissertation Supervisor in the TESOL Studies Programme at the University of Leeds. Previously, she taught in teacher development, teacher training and language programmes, as well as academic English, at Coventry University and at the University of Warwick in the UK, as well as in China and Argentina. She holds a PhD in Applied Linguistics and an MA in English Language Teaching, both from the University of Warwick. Previously she did her undergraduate studies in ELT and Literature at National University of La Plata in Argentina. Her expertise and publications are in the following research areas: pedagogy for autonomy, learner and teacher autonomy, practitioner research (exploratory practice and action research), criticality (critical thinking, critical pedagogy, and Critical English for Academic Purposes), reflective practice, teacher development, and arts-informed research methods. She is Joint Coordinator of the IATEFL Research SIG and Joint Editor of ELT Research, member of three AILA Research Networks, namely, Learner Autonomy, Creative Inquiry in Applied Linguistics, and Fully Inclusive Practitioner Research in Applied Linguistics.
Dr Kazuya Saito is Associate Professor of Applied Linguistics and TESOL. More information is available on 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 edited by Berg, M. and Sigona, N.
Dr Yasemin Yildiz is a Senior Teaching Fellow at UCL’s IoE. She also holds a Visiting Lecturer position at the University of Westminster since January 2017, where she is responsible in teaching the undergraduate modules in Child Language Acquisition and Psycholinguistics. Prior to joining UCL, she was an Assistant Professor and co-ordinator of the TESOL program at the British University in Dubai. She has worked extensively as a lecturer, supervisor and teacher educator for universities in the UK, UAE and Turkey. 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- but not limited to: developmental and educational linguistics, phonological theory, multilingualism, and teacher education. 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: ‘Explaining the Orthography-Phonology Interface in Written Corpora: An Optimality-Theoretic Approach’, Corpora Journal (2017); ‘The Attrition of Turkish as a Third Language: A Preliminary Case Study Investigation’ (with Koyuncuoglu, Hande), International Journal of Applied Linguistics (2017); ‘Language ideology in the discourse of educational leadership’, In Samier, Eugenie (Ed.), Ideologies of Educational Leadership and Administration. London and New York: Routledge (2016). Her current research includes morpho-phonological processing in bilinguals, teacher identity formation, emergent bilingualism and biliteracy. She is also currently building the Mehmet Corpus – established in 2015 – which involves a documentation of her son’s English-Turkish bilingual speech development.
Dr 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
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.