This page is always work in progress – we keep on adding projects or research activities that are related to the centre. For any questions do contact us.
ALESSIA COGO
Selected publications;
Cogo, A., Crookes, G. and Siqueira, S. 2024. English for a Critical Mind. Delta Publishing.
Cogo, A. 2012. ELF and superdiversity. Journal of English as a Lingua Franca, 1-2, 287-313.
Cogo, Alessia. 2016. Conceptualizing ELF as a translanguaging phenomenon: Covert and overt resources in a transnational workplace. Waseda Working papers in ELF, 5, pp. 61-77. ISSN 2187-994X
Cogo, A. 2018a ELF and multilingualism. In Jenkins, Baker and Dewey (eds) The Routledge Handbook of English as a Lingua Franca. London/New York: Routledge. 357-368.
Cogo, A. 2018b Cultural elements in English as a Lingua Franca. In J. Liontas (ed.) The TESOL Encyclopedia of English Language Teaching. Wiley Blackwell.
Cogo, A. and P. Yanaprasart 2018. “English is the language of business”: An exploration of language ideologies in two European corporate contexts. In Tamah Sherman and Jiří Nekvapil (eds) English in Business and Commerce: Interactions and Policies. Berlin: De Gruyter.
Cogo, A. 2020. ELF and Translanguaging: Covert and Overt Resources in a Transnational Workplace. In: K. Murata, ed. ELF Research Methods and Approaches to Data and Analyses: Theoretical and Methodological Underpinnings. Abingdon: Routledge, pp. 38-54.
Cogo, A. Fang,F. Kordia,S. Sifakis,N. & Siqueira,S. 2022. Developing ELF research for critical language education. AILA Review.
MARTIN DEWEY
My research investigates the globalisation of English, examining its role and function as lingua franca in diverse language contact settings. This entails exploring the relevance of multilingualism in English language teaching and understanding the impact this has on how we conceptualise English and knowledge about language. I also focus on attitudes towards multilingualism, language ideologies and critical pedagogy, with a view to adopting more plurilithic approaches in teacher education and professional development.
Selected publications:
Dewey, M. (2014). Pedagogic Criticality and English as a Lingua Franca. Atlantis – Journal of the Spanish Association of Anglo-American Studies 36(2), 11-30.
Dewey, M. (2015). ELF, teacher knowledge, and professional development. In International Perspectives on English as a Lingua Franca (pp. 176-193). Palgrave Macmillan.
Dewey, M. (2021). Transnational Education in the Anglophone University: A Viewpoint Article. RELC Journal, 52(2), 323-333. https://doi.org/10.1177/00336882211009612
Dewey, M. (2021) English language teachers in context: Who teaches what, where and why? In A. Kirkpatrick (Ed) Routledge Handbook of World Englishes 2nd edition, 609-623
Dewey, M., & Pineda, I. (2020). ELF and teacher education: Attitudes and beliefs. ELT Journal, 74(4), 428-441. https://doi.org/10.1093/elt/ccaa047
Sifakis, N. C., Lopriore, L., Dewey, M., Bayyurt, Y., Vettorel, P., Cavalheiro, L., Siqueira, D. S. P., & Kordia, S. (2018). ELF-awareness in ELT: Bringing together theory and practice. Journal of English as a lingua franca, 7(1), 155-209. https://doi.org/10.1515/jelf-2018-0008
JENNY JENKINS
My research has two interrelated strands:
- Reconceptualising the notion of ELF in line with ongoing research findings and developments in practice, primarily in relation to the importance of multilingualism in synergy with English (2015 ‘English as a Multilingua Franca’, 2021 ‘Multilingualism (with English) as a Lingua Franca’).
Selected publications:
Jenkins, J. 2015. Repositioning English and Multilingualism in English as a Lingua Franca. Englishes in Practice, 2/3, 49-85. https://sciendo.com
Jenkins J. 2021. Accommodation in ELF: Where from? Where now? Where to? In I. Walkinshaw (ed) 2021 The Pragmatics of ELF. Berlin: De Gruyter Mouton .
- English language policy, including assessment, in higher education, and replacing EMI (English as Medium Instruction) in 2020 with TMI (Translanguaging as Medium of Instruction)
Selected publications:
Jenkins J. 2014. English as a Lingua Franca in the International University. The politics of academic English language policy. London: Routledge.
Jenkins J. & C. Leung 2019. From mythical ‘standard’ to standard reality: the need for alternatives to standardized English language tests. Language Teaching 52/1: 86-110.
Jenkins J. & A. Mauranen (eds) 2019. Linguistic Diversity on the EMI Campus. Insider accounts of the use of English and other languages in universities within Asia, Australasia, and Europe. London: Routledge.
Jenkins, J. 2020. Red Herrings and the Case of Language in UK Higher Education. Nordic Journal of English Studies 19/3: 59-67.
GONZALO PEREZ-ANDRADE
My research focuses on the intersection between language ideologies, teacher education, and multilingualism. My current work explores how teachers respond to the cultural and linguistic diversity of school pupils in super-diverse contexts. I, together with my co-investigators Hannah King and Soofia Amin, received funding from the British Association for Applied Linguistics (BAAL Applying Linguistics Fund) to establish a partnership with a primary school in London by developing knowledge exchange activities, supporting initiatives that give visibility and value to home/heritage languages, and involving the local community in discussions about language (https://www.baal.org.uk/what-we-do/funding/baal-applied-linguistics-fund/).
Here are some of my recent publications:
Pérez Andrade, G. & King, H. (2024) ‘English as an additional language’, ‘multilingual’, and ‘vulnerable’: a reflexive account of the labelling practices surrounding school pupils in a researcher-practitioner collaboration. Language and Intercultural Communication, 24 (5), pp. 458-474.
Pérez Andrade, G. (2024) “British English is much more prestigious, everybody knows that!”: reproducing and resisting hegemonic language ideologies in Chilean English teacher education. In Sonia Morán Panero, Maritza M. Martinez & Gloria J. Ronzón-Montiel (eds.) English as a Lingua Franca in Latin American Education: Critical Perspectives. Berlin, Boston: De Gruyter Mouton, pp. 41-66.
Aliaga Salas, L. & Pérez Andrade, G. (2023) EMI in Latin America. In: Griffiths, C, (ed.) The Practice of English as a Medium of Instruction (EMI) around the World. Cham: Springer, pp. 133-152
My PhD project explored how hegemonic language ideologies are reproduced and challenged in the education of English teachers in Chile:
Pérez Andrade, G. (2019) Language Ideologies in English Language Teaching: A Multiple Case Study of Teacher Education Programmes in Chile. Unpublished PhD thesis. University of Southampton.
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