| The group currently includes: |
| People based at Lancaster |
| People based elsewhere. |
Jo Arthur is currently teaching at Edge Hill University College,
specialising in Language and Education and Bilingualism. Her PhD thesis,
completed at Lancaster in 1995, was a study of language use in primary
classrooms in Botswana. Since then, she has maintained an interest in
issues of educational language policy and practice in former colonial
settings, for example through involvement (during 1997-8) in a recent
research project for the Ministry of Education and Culture in Tanzania.
Recently, she has also begun research into linguistic and cultural
values in the Somali-speaking community in Liverpool, UK.
Latest publications:
(1996) "Codeswitching and collusion" Linguistics and Education, 8, 1, pp. 17-33
(1997) "I think there must be something undiscovered that prevents us from doing our work well: Botswana Primary Teachers’ views on educational language policy" Language and Education, 11, 4, pp. 225-241.
(Forthcoming) "Institutional Practices and the Cultural Construction of Primary School Teachers in Botswana", Comparative Education
e-mail address:
Ruthanna Barnett is a research student working on Spanish/Hebrew and
English/Hebrew bilingualism.
e-mail address:
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Arvind Bhatt
Arvind Bhatt was a Research Associate at Lancaster University from 1993
to 1996. He worked on two consecutive research projects funded by the
Economic and Social Research Council (ESRC). Both projects were
ethnographic in nature and focused on multilingual literacy practices.
The research was carried out with Gujarati speakers in the city of
Leicester: first, in local households and community contexts, and then
in selected schools and workplaces. Before coming to Lancaster, he had
also worked on other research projects on health education, media
preferences among minority groups, translation policies and cross-over
musical tastes among young British Asians. Before moving into research,
Arvind Bhatt was an Advisory Teacher and Team Leader for Community
Languages in Leicestershire. He has also taught Gujarati and Mathematics
in local secondary schools. He has now returned to education and is
currently working as an English language support teacher in a secondary
school in a multilingual and multicultural neighbourhood of Leicester.
Recent publications:
(1994a) "Gujarati literacies in Leicester" RaPAL Bulletin, No. 25,
pp.3-9.
(1994b) "Researching multilingual literacies: a case study of one
household in a multilingual city" in S. Gardner, J. Mace and F. Savitsky
(eds) Living Literacies. London: Urban Learning Foundation
(1997) Many Voices, One Message: Guidance for the Development and
Translation of Health Information. London: Health Education Council.
(1998) Martin-Jones, M. and Bhatt, A. "Literacies in the lives of
young Gujaratis in Leicester" in A. Durgunoglu and L. Verhoeven (eds)
Acquisition of Literacy in Two Languages. Mahwah, New Jersey: Lawrence
Erlbaum Associates
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Adriana Boogerman-Castejon
Adriana Boogerman-Castejon completed her MA in Language Studies at
Lancaster University. Since leaving Lancaster, she has been interested
in multilingual/multicultural education and educational provision for
ethnolinguistic minorities. Her research interests have evolved from
Critical Discourse Analysis of educational policy documents to
ethnographies of classrooms, focusing on the linguistic and cultural
struggles that minority children of migrant origin experience in
schools. As a member of the Bilingualism Research Group no longer based
at Lancaster, she welcomes the idea of creating a space for exchange of
information about the members of the Group on the Internet. Adriana
Boogerman-Castejon is now residing in Mexico. She is teaching English
language, literature and culture at university level and assisting Anne
Marie de Mejia in her research on bilingual schools.
Recent publications include:
(1997a) "Educational policy, mixed discourses: responses to minority
learners in Catalonia" Language Problems and Language Planning 21, 1,
pp. 20-34
(1997b) "Minority culture, language and identity: a case study of a
Spanish class for Latino students in California" Working Paper No. 82,
Centre for Language in Social Life, Lancaster University.
e-mail address: boogerman@mexicano.gdl.iteso.mx
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Andrew Cath
Andrew Cath is a Lecturer in the Dept. of English Language & Applied
Linguistics, Universiti Brunei Darussalam, Negara Brunei Darussalam. He
teaches the following courses: ESP for First Year Computer Scientists
and First Year Certificate Lower Secondary Science; General English for
Second Year Malay/Arabic medium; Third Year TESL Contrastive Analysis.
He did the MA in Language Studies in Lancaster in 1993-94. The title of
his dissertation was: "Our Own Bahasa: a critical account of Lun Bawang
bilingual discourse". (The Lun Bawang are a linguistic minority group in
Brunei). The research he is undertaking at present is as follows: (1)
Lun Bawang narratives of movement, attempting to relate personal
narratives to the wider context of economic and social migration; (2) a
textual exploration of the public significance of English in the
bilingual context of Brunei Darussalam; (3) the language of lower
secondary science interaction in the dwibahasa system (the bilingual
education system in Brunei).
Research papers to date:
Cath, A. & McLellan, J. "Right. Let's do some ah, mm, speaking: patterns
of classroom interaction in Brunei Darussalam". To appear in a special
issue of Language, Culture and Curriculum.
Cath, A. "The Lun Bawang: bilingual and biliterate?" To appear in Borneo
Research Council Proceedings Series
e-mail address: acath@ubd.edu.bn
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Cindy Cheung
Cindy Cheung took the MA course in Language Studies at Lancaster in
1994/5. Before that, she had worked as an English teacher in secondary
schools in Hong Kong. The research for her MA thesis was carried out in
two English classes in a Hong Kong secondary school. The main focus of
her analysis was on the bilingual classroom interactions between the
teacher and the learners in this class. She also sampled the views of
some of the students in these classes and their parents about the use of
Cantonese and English in the teaching of English. The title of her
thesis was: Jing Jyu Jaa Jiu, Gwong Dung Wan Jaa Jiu: Codeswitching
Practices in Two Bilingual Classrooms in Hong Kong. The approximate
Cantonese translation of this title would be: "English is necessary,
Cantonese is necessary too". These were the words spoken by one of the
parents in her study.
e-mail address: cheungmy@hkucc.hku.hk
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Ester Sin Man Chu
Ester Sin-Man Chu’s main research interest is in the area of legal
interpreting. This began when she was working as an interpreter for
different legal institutions in England in the early 1990s. She then
went on to do an MA degree in Linguistics at the University of Durham.
She is currently in the final stages of a part-time Ph.D. programme at
Lancaster University. In her Ph.D. study, she is examining the way in
which law is ‘embedded’ and carried out in and through language. The
study is primarily ethnographic in nature. She has audio-recorded the
bilingual discourse of Chinese interpreters in different legal settings
in the UK and is now analysing this data, focusing in particular on the
ways in which these interpreters are positioned by the discourse
practices of legal practitioners. In addition to carrying out this
research, Ester Chu is teaching English to first year law students at
City University of Hong Kong. She is also interested in the specific
language learning experiences of this group of university students.
A recent publication:
Ester Chu recently submitted for publication a paper she presented at a
Conference on Language Rights held at the Hong Kong Polytechnic
University in June 1990. This has been accepted and is under review. It
is currently a Working Paper in the Centre for Language in Social Life
Series at Lancaster.
(1998) Leung, E. S-M.(nee Chu) "Legal interpreting: the Chinese
experience in Britain" Working Paper No. 99, Centre for Language in
Social Life, Lancaster University.
e-mail addresses: chu@lancaster.ac.uk | ENESTER@cityu.edu.hk
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Maria Jandyra Cunha
Janda Cunha is interested in the study of literacies and social change.
Her Ph.D. research at Lancaster University focused on an indigenous
group in Central Brazil, the Yudja of Xingu. This research was funded by
a Brazilian Research Foundation: Conselho Nacional de Desenvolvimento
Cientifico e Tecnologico (CNPq). She teaches in the Department of
Languages and Translation in the University of Brasilia (UnB) in Brazil.
She has published articles in Portuguese and in English on language
policy and languages in education. At present, she is coordinating a
research project on Portuguese as a Second Language at the University of
Brasilia.
Recent publications include:
(1996a) "Brazilian language policy towards minorities", Working Paper
No. 75, Centre for Language in Social Life, Lancaster University.
(1996b) "The languages of indigenous peoples in the Park of Xingu,
Brazil", Working Paper No. 76, Centre for Language in Social Life,
Lancaster University.
e-mail address: janda@mymail.com.br
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Kyoko Denda
I was a student in the MA Programme in Language Studies, Lancaster. For two years before going to Lancaster, I was teaching Japanese as a foreign language at the University of Malaya in Kuala Lumpur, Malaysia. Before that, I was teaching Japanese as a foreign language in Japan. My MA dissertation project was concerned with collaborative teaching involving native teachers and non-native teachers in foreign countries. I am interested in foreign language classrooms and bilingual/multilingual classrooms.
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Eva Eppler
Born and raised in Austria, I completed my undergraduate studies in
English and German Language and Literature at the University of Vienna.
After a one year appointment as Teaching and Research Assistant in the
Linguistics section of the English Department in Vienna I was shipped
off to London on a PhD grant (Austria trying to meet Maastricht
standards by frantically cutting jobs in education). Presently I am
working part-time on my PhD on the morphosyntax of ‘Emigranto’, the
German/English mixed coded employed by Jewish refugees from
Nazi-occupied central Europe residing in Britain. I am trying to combine
this with working on a research project based in the Department of
Modern Languages at Lancaster University. The project is funded by the
Higher Education Funding Council (HEFCE) and is entitled: ‘Intercultural
and Sociolinguistic Competence for Periods of Study and Work Abroad'.
e-mail address: e.eppler@lancaster.ac.uk
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Sachiyo Fujita-Round
Sachiyo Fujita Round completed her MA in Language Studies at Lancaster
University. She is currently working on a second MA thesis at
Hitotsubashi University, Tokyo. Her research project is a longitudinal
and ethnographic case study of one Japanese/English bilingual child. She
is also interested in the bilingualism of children of other language
backgrounds in Japan.
e-mail address: 63032081@people.or.jp
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Joseph Gafaranga
Joseph Gafaranga is currently a research student in the Department of
Linguistics and Modern English Language. He is doing a PhD on
code-switching among bilingual Rwandese using an Ethnomethodological and
Conversation Analysis perspective. He taught at the National University
of Rwanda for over ten years. His recent teaching experience includes
acting as co-tutor on two courses on Bilingualism: one at Lancaster
University and one at Edge Hill University College. His main interests
are in the area of language in social life. They include: Bilingualism,
Code-Switching, Pragmatics and Conversation Analysis.
Recent publications:
(1996) "Unmarked codeswitching: a members’ category" Working Paper No.
77, Centre for Language in Social Life, Lancaster University
(1998) "A three step agreement sequence in bilingual talk: inter-turn
codeswitching as a discoverable object" Working Paper No. 95, Centre for
Language in Social Life, Lancaster University
(1998) J.Gafaranga and M.C. Torras i Calvo "Do speakers speak a
language? Evidence from two bilingual settings" Working Paper No. 94,
Centre for Language in Social Life, Lancaster University
e-mail address: j.gafaranga@lancaster.ac.uk
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Chefena Hailemariam
Chefena Hailemariam is a research student at Tilburg University in The
Netherlands. He was a visiting student at Lancaster University from
January to June 1998 and, during this visit, took part in the activities
of the Bilingualism Research Group. He has taught English in the
Department of English at Asmara University, Eritrea for fifteen years.
He is currently working on a Ph.D. project on the implementation of
language policy in the Eritrean educational system. He will be starting
his field work in Eritrean primary schools in January 1999. The research
will include a language use survey and close analysis of classroom
language practices.
e-mail address: chefena@dls.uoa.edu.er
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Judith Hanks
I was a student on the MA in Linguistics for ELT at Lancaster (1997-8). I am interested in issues of bilingualism and gender, in particular, the ways in which bilingual men and women may be using languages to perform, or affirm, gendered identities. I am also very interested in bilingual classroom research: what language is used when, and what for, as well as attitudes towards the use of particular languages in the classroom. I have spent 5 years teaching EFL in Italy, 2 in Singapore and 2 in Britain and I have now been teaching in Italy since September 1998.
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Elisabeth Holm
While doing my first degree (cand.phil) in English at Copenhagen
University I got the opportunity to spend a year at Lancaster University
as an exchange student. That year, 1989/90, was my introduction to
sociolinguistics. Mainly due to my new found interest, I decided to stay
on at Lancaster and was admitted to the MA programme in Language
Studies. Thus I became a member of the Bilingualism Research Group. The
title of my MA dissertation was: "The Language Values of Students in
Upper-Secondary Education in the Faroe Islands". My main linguistic
interests are bilingualism, languages in the periphery of Europe and
elsewhere, and the maintenance of as well as attitudes to lesser used
languages. Since leaving Lancaster in 1992, I have taught English
(literature and language) at Foroya Studentaskuli og HF-Skeid, an
upper-secondary school, in Torshavn, the Faroe Islands.
Publications:
(1993a) "Language Values and Practices of Students in the Faroe Islands:
A Survey Report" in Kees de Bot (ed.), Case Studies in Minority
Languages, AILA REVIEW 10.
(1993b) "Askodanir um mal i midnamsskulum" MALTING Vol 9, No, 3.
e-mail address: eholm@post.olivant.fo
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Mike Jago
Mike Jago is doing an M.Phil/Ph.D. on a part-time basis at Lancaster University. He is currently researching the use of and attitude towards English within a small community in an Irish Gaeltacht. Irish is the normal everyday language within the community for the majority of members. English is, however, increasingly encountered, not only for communication with persons from outside, but also in a number of situations between members themselves. The occurrences of this increasing reliance upon English and their effect upon the community are of particular interest. At present, the focus of this research is predominantly on spoken language, though differing generational literacy may well form part of subsequent work.
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Rehka Jayantilal
I was a student in the MA in Linguistics for ELT programme at Lancaster University (1997-8). I am interested in bilingual interaction, both spoken and written. I worked on bilingual written discourse for my dissertation. I analysed Malay/English e-mail messages, focusing in particular on the codeswitching in those messages. I have taught English as a Second Language for 15 years, both in schools in Malaysia and now in a teacher training college. My main interests are: classroom interaction, bilingualism, codeswitching and language policy and planning.
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Kathryn Jones
Kathryn Jones’ main interests are: multilingualism, literacy and
language planning. Her two most recent research activities were: (1) a
consultancy for the Ministry of Education and Culture in Tanzania on
"Language Issues in Education", specifically with regard to the
possibility of making the transition to using Kiswahili as the language
of instruction in secondary schools. This research was funded by the
Department for International Development (DfID); and (2) a research
review on "Gender and the Welsh language" for the Equal Opportunities
Commission in the UK. Kathryn Jones is currently completing a Ph.D.
funded by the Economic and Social Research Council (ESRC). Her research
focuses on the literacy practices of Welsh speakers in rural and urban
settings in North East Wales. This project draws upon: critical
sociological approaches to bilingual discourse; critical and social
literacy; critical discourse analysis and contemporary social theory. It
combines ethnographic methods of documenting literacy practices with
discourse analysis of both texts and practices. It also involves the use
of photography as a tool for data gathering and for analysis in research
on bilingualism and literacy.
Recent and forthcoming publications include:
(1996a) Hodge, R. and Jones, K. "Photography in collaborative research:
‘insider’ ‘outsider’ images and understandings of multilingual literacy
practices" Working Paper No. 83, Centre for Language in Social Life,
Lancaster University.
(1996b) Hodge, R. and Jones, K. "Understanding people’s experience of
multilingual literacies using collaborative photography" in S.
Fitzpatrick and J. Mace (eds) Lifelong Literacies. Manchester: Gatehouse
Books
(1997a) Jones, K. and Morris, D. Gender and the Welsh Language: A
Research Review. Cardiff: The Equal Opportunities Commission.
(Discussion Series No. 18)
(1997b) Jones, K. and Morris, D. Gender a’r Iaith Gymraeg: Arolwg
Ymchwil. Caerdydd: Comisiwn Cyfle Cyfartal
(1997c) Jones, K. and Morris, D. "Public Welsh" Planet: The Welsh
Internationalist, No. 123, pp. 82-87.
(Forthcoming) Awbery, G., Jones, K. and Morris, D. "Gender equality and
language survival: the politics of language and gender in Wales" in M.
Hellinger and H. Bussman (eds) Gender Across Languages: International
Perspectives on Language Variation and Change. Amsterdam: John
Benjamins.
(Forthcoming) Jones, K. "Becoming just another alphanumeric code:
farmers’ encounters with the literacies and discourses of agricultural
bureaucracy at the livestock auction". To appear in: D. Barton, M.
Hamilton and R. Ivanic (eds) Exploring Situated Literacies. London:
Routledge
(Forthcoming) Jones, K., Mwansoko, H. and Rubagumya, C. "Lugha kwa
Kujifunza na Kifundishia Tanzania/Language for Learning and Teaching in
Tanzania". To appear in The Proceedings of the World Bank Seminar on
‘Languages of Instruction: Prospects and Issues in the Use of a Mother
Tongue/Local Language as a Medium of Instruction’, Dar-es-Salaam, April
20-22, 1998.
(Forthcoming) Martin-Jones, M. and Jones, K. (eds) Multilingual
Literacies: Comparative Perspectives on Research and Practice.
Amsterdam: John Benjamins
e-mail address: k.e.jones@lancaster.ac.uk
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Maria Clara Keating
Clara Keating is interested in the interface between gender,
bilingualism, literacy studies and the social and linguistic
construction of identities. For her Ph.D. project at Lancaster
University, she is looking at the bilingual literacy practices of a
group of Portuguese migrant women living in London, and the ways in
which these literacy practices are linked to the processes involved in
relocating into the London context. The approach she has adopted in this
study is an ethnographic one. The project is being funded by the
Fundacão Calouste Gulbenkian in Portugal. Clara Keating teaches at the
Department of Anglo-American Studies, University of Coimbra, Portugal
and is one of the researchers in the Centre of Social Studies at the
same university. She recently carried out a project for this Research
Centre, in which she compared the uses of Portuguese and English in the
Portuguese community in London and a Portuguese community based in New
Bedford, Massachusetts, USA.
e-mail addresses: m.keating@lancaster.ac.uk | m.keating@mail.telepac.pt
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Ulrich Kegel
Ulrich Kegel worked as a Lektor in German in the Department of Modern Foreign Languages at Lancaster University in the early 1990s. During this period, he did a part-time MA in Language Studies in the Department of Linguistics and Modern English Language. His MA thesis (completed in 1993) was a case study of codeswitching in foreign language classrooms. He focused on codeswitching between German and English in classes at secondary and tertiary level where German was being taught as a foreign language to English-speaking students. He now has a post as an English teacher at a secondary school in Germany.
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Ado Kibogoya
Ado Kibogoya is a Lecturer in the Department of Foreign Languages and
Linguistics at the University of Dar-es-Salaam, Tanzania. He completed a
Ph.D. degree at Lancaster University in 1995. The title of his thesis
was: Kiswahili/English Codeswitching: Some Morphological and Syntactic
Aspects. This was a study of the constraints on codeswitching between
Kiswahili and English in both spoken and written discourse. The spoken
discourse was audio-recorded in university settings in Tanzania and the
written discourse included personal letters and e-mail correspondence.
His publications include:
(1994) "Some syntactic aspects of Kiswahili/English word internal
codeswitching". Proceedings of the Summer School on Codeswitching and
Language Contact, September 1994, Fryske Akademy, Ljouwert/Leeuwarden,
The Netherlands.
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Hsiu-Jung (Nancy) Lin
I took the MA course in Language Studies at Lancaster University in 1997/8. Coming from Taiwan, a multicultural and multilingual country, I am aware of the fact that different languages carry various social, cultural and symbolic values and that prestige accrues to certain dominant groups while disadvantaging other groups. I taught for two years in primary schools in Taiwan. This made me more conscious that classroom practices can reinforce the linguistic inequality of the wider society. Joining the Bilingualism Research Group at Lancaster informed me about the multilingual situations in other countries. I was encouraged by my colleagues to share the ideas and experiences from my past experience in Taiwan and I was inspired by what I learned at Lancaster about Sociolinguistics, Bilingualism, Classroom Discourse and Classroom Practice.
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Jasmine Ching-Man Luk
Jasmine Ching-Man Luk started the M.Phil/Ph.D. programme at Lancaster
University in July 1998. The main focus of her research is on the
interactions between secondary school students in Hong Kong and teachers
who are native speakers of English. She is adopting a socio-cultural
perspective in this research. Since 1990, she has been working as a
teacher educator in a College of Education in Hong Kong. This became the
Hong Kong Institute of Education in 1995. Her other research interests
include: language teacher competence and thinking processes, educational
provision for children with special educational needs in Hong Kong and
sociolinguistic perspectives on accents and speech.
Her recent publications include:
(1998) "Hong Kong students’ perceptions of and reactions to accent
differences" Multilingua Vol. 17, No. 1, 93-106.
(1997) Tauroza, Steve and Luk, Jasmine "Accent and second language
listening comprehension" RELC Journal, Vol. 28, No. 1. 54-71.
e-mail address: cmluk@eng.ied.edu.hk
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Tsz Man Man
I am a bilingual Cantonese-English speaker from Hong Kong. I was enrolled in the MA Programme in Language Studies at Lancaster University in 1997-8. I am particularly interested in the role of language in social life. Two courses I took at Lancaster, Sociolinguistics and Bilingualism, opened up new perspectives on language for me. I am greatly attracted by research on real-life data, on interpretive approaches to language and on ways of building grounded theory. I did research for my MA dissertation on codeswitching in service encounters in Hong Kong.
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Peter Martin
Peter Martin has spent the last 20 years teaching in Southeast Asia, in
both Malaysia and Brunei. From 1987 to 1998, he has been attached to the
Universiti Brunei Darussalam, Brunei’s only university. He has taught
courses in English for Academic Purposes, and a range of courses in
Applied Linguistics. Brunei has proved a fertile ground for research
into Linguistics and Applied Linguistics. In the 1998/9 academic year,
he will be taking up a new post in the Department of Education at the
University of Leicester, England. Peter Martin’s main interests include:
(1) description and analysis of the minority languages in Brunei (and
Borneo), particularly Belait, Tutong (and Kelabit) and the
sociolinguistic study of the use of these languages in local community
contexts; (2) description of the variety of English spoken in Brunei;
(3) codeswitching in multilingual classroom contexts. Peter Martin did
his Ph.D. degree at Lancaster (1993-1997).The focus of his doctoral
research was on how teachers and pupils in three primary classrooms in
Brunei accomplished lessons in two (or more) languages and on their
bilingual interactions around monolingual texts. Brunei has a bilingual
education system (known as dwibahasa, literally ‘two languages’, with
Bahasa Melayu as the language of instruction in the first three years of
schooling, and English as the language of instruction for Maths, Science
and Geography from Primary Four and above.
Some recent publications:
(1996a) "Codeswitching in the primary classroom: one response to the
planned and unplanned language environment in Brunei" Journal of
Multilingual and Multicultural Development, 17, 2-4: 128-144
(1996c) "Sociohistorical determinants of language shift among the Belait
community in the Sultanate of Brunei" Anthropos, 91: 199-207
(1996) Martin, P., Poedjosoedarmo, G. and Ozog, A.C.K. (eds) Language
Use and Language Change in Brunei Darussalam. Athens, Ohio: Center for
South East Asian Studies/Ohio University Press
(1998) Martin, P. "A sociolinguistic perspective on Brunei"
International Journal of the Sociology of Language 130: 5-22
(Forthcoming) Collins, J.T. and Martin, P. (eds) Language in Borneo:
Synchronic and Diachronic Perspectives. Williamsburg, Va: Borneo
Research Council.
e-mail address: pwm@le.ac.uk
Marilyn Martin-Jones is a sociolinguist who taught at Lancaster since
1983. Her main areas of interest are bilingual codeswitching,
multilingual literacy, critical approaches to the study of bilingualism,
the education of bilingual learners and language education policy. Her
research has focused on linguistic minorities in Britain. Since 1989,
she has coordinated three ethnographic research projects funded by the
Economic and Social Research Council (ESRC). The first focused on
bilingual classroom talk (Panjabi/English) and was based in inner city
schools in the North West of England. The second and third projects
focused on multilingual literacy practices in the Gujarati-speaking
community in the city of Leicester, in the East Midlands. The work was
carried out in home and community settings. In 1990/1, Marilyn
Martin-Jones participated in a European Science Foundation Network of
researchers involved in the study of bilingual codeswitching and
contributed a chapter on classroom codeswitching to their recent book:
One Speaker, Two Languages. More recently, she co-edited (with Monica
Heller) two consecutive issues of the journal Linguistics and Education
on the theme: "Education in Multilingual Settings: Discourse, Identities
and Power".
Marilyn Martin-Jones left Lancaster University on September 1, 1998 and
moved to the University of Wales, Aberystwyth
to take up a new Chair in Bilingualism and Education.
Recent and forthcoming publications include:
(1995) "Codeswitching in the classroom: two decades of research" in L.
Milroy and P. Muysken (eds) One Speaker, Two Languages:
Cross-Disciplinary Perspectives on Codeswitching. Cambridge University
Press
(1996) Martin-Jones, M. and Heller, M. (eds) "Education in Multilingual
Settings: Discourse, Identities and Power" Linguistics and Education,
Vol. 8 Nos. 1 & 2 (special issues)
(1996) Martin-Jones, M. and Saxena, M. "Turn-taking, power asymmetries
and the positioning of bilingual participants in classroom discourse"
Linguistics and Education, Vol. 8 No. 1. pp. 105-123
(1997) "Bilingual classroom discourse: changing research approaches and
diversification of research sites" in N. Hornberger and D. Corson (eds)
Research Methods in Language and Education, Vol 8. of The Encyclopedia
of Language and Education. Dordrecht, The Netherlands: Kluwer Academic
Publishers
(1998) Martin-Jones, M. and Bhatt, A. "Literacies in the lives of
young Gujaratis in Leicester". To appear in: A. Durgunoglu and L.
Verhoeven (eds) Acquisition of Literacy in Two Languages. Mahwah, New
Jersey: Lawrence Erlbaum Associates
(Forthcoming) Martin-Jones, M. and Jones. K. (eds) Multilingual
Literacies: Comparative Perspectives on Research and Practice.
Amsterdam: John Benjamins
(Forthcoming) Heller, M. and Martin-Jones, M. (eds) Voices of Authority.
Greenwich, CT: Ablex
e-mail address: m.martin-jones@aber.ac.uk
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Anne Marie de Mejia
Anne-Marie de Mejía is currently Full Professor in the Linguistics
Department, School of Language Sciences, (Escuela de Ciencias del
Lenguaje), Universidad del Valle, Cali, Colombia. She has worked there
for the last 18 years. Her main research interests are in the fields of
Bilingualism, Bilingual Education and Teacher Development. She conducted
research into bilingual classroom interaction in elite bilingual
contexts in Colombia as part of her Ph.D. work at Lancaster University
and has since carried out research into parental attitudes towards
bilingual education in Colombia. She is the Director of the Research
Group in Bilingualism and, at present, she is working in a team who are
involved in a collaborative research project on "The Construction of
Bilingual Curricula in Monolingual Schools" in Cali.
Her recent and forthcoming publications include:
(1993) "A critical survey of programmes and research trends in the area
of immersion education". Working Paper No. 45, Centre for Language in
Social Life, Lancaster University
(1994) "The process of data analysis in an ethnographic study of
bilingual classroom interaction" in S.M. Alavi and A-M. de Mejia (eds)
Data Analysis in Applied Linguistics. Lancaster University.
(1995) "A changing relationship: participants and participation" in
Occasional Report No. 6, Proceedings of a Research Seminar on "Power,
Ethics and Validity", Centre for Research in Language Education,
Lancaster University
(1995) "Bilingüismo y la Comunidad de Sordos" El Bilingüismo de los
Sordos, Vol. 1, No. 1. Bogotá: INSOR
(1996) "Educación Bilingüe: Consideraciones para programas bilingües en
Colombia" El Bilingüismo de los Sordos, Vol. 1, No 2. Bogotá: INSOR
(1996) "Interaction in Latin American institutional contexts:
codeswitching in story telling events in two early immersion programmes
in Colombia" in I. Magalhães (ed) As Multiplas Faces da Linguagem.
Brasilia: Editorial Universidade de Brasilia
(1998) "Educación Bilingüe en Colombia: investigaciones y perspectivas"
Lenguaje Vol. 26. Universidad del Valle, Cali
(in press) "Bilingual story telling: codeswitching, discourse control
and learning opportunities" TESOL Journal
(in press) "Consideraciones metodológicas en la enseñanza: aprendizaje
de una segunda lengua en contextos educativas bilingües" Bogotá: Centro
Colombiano de Estudios en Lenguas Aborigenes, Universidad de los Andes
(in press) "Seleccíon linguistica y cambio de código en programas
bilingües de inmersión en Cali" in A.M. Mejía y L.Tovar (eds) Educación
Bilingüe en Colombia. Cali: Editorial Universidad del Valle, Cali
e-mail address: atruscot@mafalda.univalle.edu.co
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Maria Candida D. Mendes Barros
Maria Candida D. Mendes Barros is conducting research into historical
cases of missionary conversion in indigenous languages. She has
conducted studies into Jesuit work in Brazil during the colonial period,
and the work of the Summer Institute of Linguistics in Latin America.
Her current interest is in cases of missionary literacy in indigenous
languages. She is based at an anthropological museum in the North of
Brazil: the Museu Emílio Goeldi (Belem, Para). She was a member of the
Bilingualism Research Group while she was a visiting scholar at
Lancaster.
Publications include:
(1994) "Os intérpretes jesuíticas e a gramática tupi no Brasil (século
XVI)" [The jesuit interpreters and the Tupi grammar in Brazil in the
16th century]. Cadernos de Ciências Humanas, No. 4. Belem, Para: Museo
Emílio Goeldi
(1995) "The missionary presence in literacy campaigns in the indigenous
languages of Latin America (1939-1952)" International Journal of
Educational Development, Vol 15, No. 3. pp. 277- 287
e-mail address: candida@marajo.secom.ufpa.br
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Isobel Moore
In 1997-8, I was studying full-time on the MA in Linguistics for ELT course at Lancaster. For the seven years before that, I taught EFL in various organisations, mostly abroad. My dissertation was on teachers’ perceptions of how their own language learning affects their teaching. I also focused on a number of methodological problems related to this area of research. I am interested in how bilingual issues affect teaching and administration in EFL institutions, for both adult and young learners. From September 1998, I will be teaching at the British Council in Bilbao, Spain. In this post, I hope to learn more about the issues related to work with young learners.
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Maria Perez Murillo
Maria D. Pérez Murillo is currently working on a Ph.D. research project
based in a Spanish/English bilingual school in Central London. The main
focus of her doctoral research is on the discourse practices of
bilingual learners and teachers in classroom settings and it builds on
previous work in the school initiated in January 1993 for her MA
dissertation at Lancaster University. This study of bilingual classroom
processes falls into the micro-ethnographic tradition, involving
participant observation and a focus on particular teaching/learning
events. It is a longitudinal study and the data collection took place
over two consecutive years. The participant observation was combined
with audio-recording of bilingual classroom discourse and other data
gathering procedures such as the use of fieldnotes and in-depth
interviews with participants.
e-mail addresses: mdperez@dinsa.eurociber.es | m.perezmurillo@lancaster.ac.uk
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Lin Ndayipfukamiye
Lin Ndayipfukamiye completed his Ph.D. at Lancaster in 1993. The title
of his thesis was: "Teaching and Learning Bilingually: The Case of Grade
5 in Burundi Primary Schools". This was a study of the use of French and
Kirundi in primary classrooms in Burundi (Central Africa). He was a
contributor to the volume on Teaching and Researching Language in
African Classrooms (edited by Casmir Rubagumya). He now lives in
Alberta, Canada, where he has been teaching in a French immersion high
school.
His publications include:
"Codeswitching in Burundi Primary Classrooms" in: C.M. Rubagumya (ed.),
Teaching and Researching Language in African Classrooms. Clevedon,
Multilingual Matters, 1994, pp. 79-95.
"The contradictions of teaching bilingually in post-colonial Burundi:
from 'nyakatsi' to 'maisons en étage'". One of two special issues of
Linguistics and Education edited by Marilyn Martin-Jones and Monica
Heller (1996) on the theme, Education in Multilingual Settings:
Discourse, Identities and Power.Volume 8, Number 1.
e-mail address: lino@telusplanet.net
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Joan Pujolar i Cos
Joan Pujolar i Cos participated in the Bilingualism Research Group from
1990 to 1995 and has remained in touch ever since. He completed BAs in
English Philology and in Catalan Philology at the Universitat Autonoma
de Barcelona, and obtained an MA in Language Studies and a Ph.D. in the
Linguistics Department at Lancaster University. He was working as an
Associate lecturer and researcher at the Universitat Autonoma de
Barcelona from 1995 to 1998. He is now Lecturer in the Linguistics
section at the Universitat Oberta de Catalunya. His research interests
have always revolved around the study of Catalan-Spanish bilingual
practices in face-to face interaction and its implications for Catalan
language policies. In particular, he has studied the connections between
language use, gender, ethnicity and class in groups of young people. At
the moment, he is involved in a research project on the impact of
globalization on language usage and linguistic ideologies in Catalonia.
His current and forthcoming publications include:
(1993) "L'estudi de les normes d'ús des de l'Anàlisi Crítica del
Discurs" Treballs de Sociolingüística Catalana, Published by the Grup
Català de Sociolingüística. No. 11. Pp.: 61-78.
(1994) Book review: Phillipson, Robert (1992) Linguistic Imperialism.
Oxford University Press. Published in New Community, a journal of
research and policy on ethnic relations. Vol. 20, no. 2. January 1994.
Pp. 333-334.
(1996) Book review: Fairclough, Norman (1992) Discourse and Social
Change. Polity Press. Cambridge. Published in Links & Letters. No. 3.
Pp. 143-5.
(1997) "Masculinities in a multilingual setting." in Johnson, S and
Meinhof, U. Language and Masculinity. Chapter 5. Blackwell Pub. London.
Pp. 86-106
(1995[1997]) "Immigration in Catalonia: the politics of sociolinguistic
research" in Catalan Review, International Journal of Catalan Culture.
No. IX.2. Special Issue on Catalan Sociolinguistics. Published by the
North American Catalan Society (NACS). Pp.: 141-162.
(1997) "Planificació lingüística: un contrasentit?" in Actes del Congrés
Europeu Sobre Planificació Lingüística; Barcelona, novembre de 1995.
Generalitat de Catalunya. Departament de Cultura. Barcelona. Pp.:
356-363.
(1997) De què vas, tio? [subtitle omitted due to an error: Gènere i
llengua en la cultura juvenil] Editorial Empúries. Barcelona.
(1997) "Dialogismo y bilingüismo: explorando las relaciones entre lengua
e identidad en el contexto catalán" in Carbó, Teresa y Martín Rojo,
Luisa (eds) El análisis del discurso en España hoy. Special edition of
the journal Discurso: teoría y análisis. Autumn 1996-Spring 1997.
Universidad Nacional Autónoma de México. México D.F. Pp. 183-212.
(Forthcoming) "The effect of migration on the patterns of language use
in Catalonia" in Proceedings of the 5th International Conference on
Minority Languages, Cardiff. July 1993
(Forthcoming) "Recollida de dades i relació amb els participants d’un
estudi" dins les actes del Seminari sobre anàlisi de dades orals
organitzat pel CAD-UAB. Barcelona
(Forthcoming) Book review: Bastardes i Boada, Albert (1996) Ecologia de
les llengües. Medi, contactes i dinàmica sociolingüística. Edicions
Proa: Biblioteca Universitària. Barcelona. Premi a la Recerca
Humanística 1992. Fundació Enciclopèdia Catalana. 239 pages. To be
published in Llengua i Literatura. Institut d’Estudis Catalans.
Barcelona.
(Forthcoming) "Els gèneres verbals: reflexions sobre la seva
significació per a una teoria de l’ús social del llenguatge" in Llengua
i Literatura. Institut d’Estudis Catalans. Barcelona.
e-mail address: j.pujolar@cc.uab.es
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Casmir Rubagumya
Casmir Rubagumya is currently Senior Lecturer and Head of the Department
of Foreign Languages and Linguistics, University of Dar-es-Salaam,
Tanzania. He was educated in Tanzania (B.A. Hons 1982) and Britain (M.A.
in 1983 and Ph.D. in 1993, both at Lancaster University). His main
research interests are language in education, language policies in
multilingual settings, and language and power. His most recent research
activity was a consultancy for the Ministry of Education and Culture in
Tanzania on "Language Issues in Education", specifically with regard to
the possibility of making the transition to using Kiswahili as the
language of instruction in secondary schools. This research was funded
by the Department for International Development (DfID).
His recent publications include:
Rubagumya, C.M. (ed.) (1994a) Classroom discourse in East and Southern
Africa. Special issue of the journal: Language, Culture and Curriculum,
Vol.7, No.1.
Rubagumya, C.M. (ed.) (1994b) Teaching and Researching Language in
African Classrooms. Clevedon, Avon: Multilingual Matters
Rubagumya, C.M. (1996) What Research Tells Us About the Language of
Instruction in Tanzania. (A Research Report Commissioned by IDRC,
Nairobi).
Rubagumya, C.M., Okoth, Okombo and Sanam Haloui (1997) Language of
Instruction: Policy Implications for Education in Africa. Ottawa: IDRC
(Synopsis of papers edited by ADEA/WGER&PA)
Rubagumya, C.M. (forthcoming) "Disconnecting education: language as a
determinant of the quality of education in Tanzania". Proceedings of the
National Conference on the Quality of Education in Tanzania.
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Mukul Saxena
Mukul Saxena is a Senior Lecturer in Linguistics at the University
College of Ripon and York St John, York, UK. He has worked on a number
of research projects, at Delhi University (India), York University and
Lancaster University, UK, on bilingualism, multilingual literacy,
language maintenance and shift, and classroom discourse. He has
published and conducted research at both classroom and community levels,
involving both micro and macro analyses, employing quantitative,
qualitative and ethnographic methodologies.
Recent publications include:
(1994) "Literacies among Panjabis in Southall (Britain)" in M. Hamilton,
D. Barton and R. Ivanic (eds) Worlds of Literacy. Clevedon, Avon:
Multilingual Matters. Reprinted in J. Maybin (ed) Language and Literacy
in Social Practice. Clevedon, Avon: Multilingual Matters/The Open
University
(1996) Martin-Jones, M. and Saxena, M. "Turn-taking, power asymmetries
and the positioning of bilingual participants in classroom discourse"
Linguistics and Education, Vol. 8, 1: Pp. 105-123.
e-mail address: m.saxena@ucrysj.ac.uk
Mark Sebba's interests include pidgin and creole languages,
code-switching in conversation and in writing, and orthography. He is
working on a book about the cultural and social aspects of orthography
in different languages around the world. His textbook Contact Languages:
Pidgins and Creoles was published by Macmillan in 1997. In 1995 he began
to set up a Corpus of Written British Creole, to document the practices
of writers using an unstandardised language. Before that, in the 1980s,
he did fieldwork in London studying the conversational use of Creole and
English among young people of Caribbean descent. This work is described
and developed in his (1993) book, London Jamaican: language systems in
interaction. (London, Longman Real Language series). His first book,
based on his Ph.D. work, was the Syntax of Serial Verbs, (Amsterdam,
Benjamins 1987).
Mark Sebba has been researching and teaching at Lancaster since 1989. He
is a member of the the steering committee of the LIPPS group (Language
Interaction in Plurilingual and Plurilectal Speakers) which aims to
establish guidelines for transcribing and marking up code-switching data
and establish an international database which will enable researchers to
share and compare their data.
Some recent publications:
(1998) Phonology meets ideology: the meaning of orthographic practices
in British Creole. Language Problems and Language Planning.
(1998) Meaningful Choices in Creole Orthography: "Experts" and Users. To
appear in Language in Performance.
(1998) A congruence approach to the syntax of code-switching.
International Journal of Bilingualism.
(1996) How do you spell Patwa? Critical Quarterly 38:4, 50-63.
(1998): Sebba, M. and A.J. Wootton: "We, They and Identity: Sequential
vs. Identity-related Explanation in Code-switching". In P.Auer (ed.),
Code-switching in conversation. London, Routledge
e-mail address: m.sebba@lancaster.ac.uk
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Maria Carme Torras i Calvo
Maria Carme Torras i Calvo finished her MA in Language Studies at the
Department of Linguistics and Modern English Language at Lancaster in
February 1998. Her MA thesis was entitled: "Code Negotiation and Code
Alternation in Service Encounters in Catalonia". She investigated the
negotiation sequences in which bilingual participants engage in order to
establish a base language for their service exchange. In addition, her
thesis explores the role that switching from the established base
language plays in the overall organisation of the service encounter. Her
study draws upon research on code alternation carried out within
conversation-analytical and ethnomethodological frameworks, and, more
specifically, the work of Peter Auer and Joseph Gafaranga. Maria teaches
at the Universitat Autonoma de Barcelona, Catalunya and is currently
starting her Ph.D. research.
Her recent publications include:
(1998a) "Catalan/Castilian or both? Code negotiation in bilingual
service encounters" Working Paper No. 96, Centre for Language in Social
Life, Lancaster University.
(1998b) "The organisation of bilingual service encounters: code
alternation and episode structure" Working Paper No. 97, Centre for
Language in Social Life, Lancaster University.
e-mail address: ilfii@cc.uab.es
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Anne Tse
I am a Cantonese/English bilingual from Hong Kong. I taught in Hong Kong for several years before coming to Lancaster. For my MA thesis, I did a case study of the literacy practices of a group of young people in Hong Kong in their lives outside school. The young people I worked with were, in fact, former students of mine. We had maintained email contact since before I went to Lancaster. In my study, I focused on: their home literacy environment; how and to what extent they drew on their languages and literacies in their daily lives; the values associated with these languages and literacies and gendered literacy practices.
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Sylvia Valencia
I was a student in the MA Programme in Language Studies at Lancaster
University in 1997-8, and am a visiting scholar at Lancaster in 1998-9. I worked
with data collected in secondary classrooms in state
schools in Colombia and I analysed teacher-pupil interactions,
particularly the bilingual codeswitching in these interactions. I have
been a teacher of English as a Foreign Language for over 20 years at the
University of Quindio in Armenia, Colombia and I have been working on a
project related to English language education with a group of colleagues
at this university. The project is still in progress and should be
finished in two years’ time. My main interests are bilingual classroom
interaction, codeswitching and language policy/language planning.
e-mail address: s.valencia@lancaster.ac.uk
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Maria Verra
My name is Maria Verra and I did my B.A in English at Lancaster
University and my M.A in Language Studies, also at Lancaster University.
I have been accepted to do a PhD in the Linguistics Department at
Lancaster University and I am planning to start in October 1998. My
interests range from child bilingualism to the sociolinguistic study of
bilingualism. My main interest lies in the linguistic reality of
minority groups in Greece. The sociolinguistic situation in Greece has
changed dramatically over the past 5 years. There are a lot of people
who have come to Greece as refugees and have decided to adopt Greece as
their new home. This has created a divergent and extemely interesting
linguistic map, particularly in the urban areas. I am planning to carry
out research in one of these minority communities. My thesis will
hopefully focus on the African community of Athens. It is a very large,
prosperous and quite diverse community. The fieldwork will be done in
community contexts and in different educational settings.
e-mail address: m.verra@lancaster.ac.uk
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