This year, we are pleased to have the following postgraduate tutors working with students on their dissertations.
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 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, 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, 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 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 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.
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 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 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 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.
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 Jennifer Sanchez-Davies is a Teaching Affiliate at the University of Nottingham and teaches across several MA courses in English Language and Applied Linguistics and a Senior Teaching Fellow at the UCL Centre for Applied linguistics. In her recent postdoctoral research affiliate position at the University of Nottingham’s Centre for Research in Applied Linguistics, she was involved in an exciting project run by Professor Josephine Guy and Dr Kathy Conklin on authorial intention and the scientific study of literature. Jennifer’s researchinterests lie in health communication, discourse analysis, language and epilepsy, corpus analysis (including corpus stylistics), and (cognitive) stylistics. She is particularly interested in using linguistic analysis to decode first-person narratives of experiential and subjective descriptions of different health conditions, as well as exploring how patient narratives can be misinterpreted during consultations. In her current research she is investigating the impact language choices involving seizure labels have on the identity of people with epilepsy.
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.
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.