Language in and for Education (LifE) Research Group members
Find out more about members of the Language in and for Education (LifE) Research Group.
Members of the LifE Research Group focus on the role of language in knowledge, education, power, ideology, identity and society, and the teaching and learning of languages.
Academic staff members
- Dr Samantha Curle
- Dr Gail Forey
- Dr MariCarmen Gil Ortega
- Dr Trevor Grimshaw
- Dr Janina Iwaniec
- Professor Xiao Lan Curdt-Christiansen
- Dr Hugo Santiago Sanchez
Group convenor
Primary members
Affiliated members
Doctoral students and topics
| Student | Topic |
|---|---|
| Rosina Abdulla | English Medium Instruction Policy in the UAE Bilingual Schools: Factors and Critical questions |
| Angie Baily | Habitus, Agency and Guan: Raising multilingual children of Chinese heritage in Ireland |
| David Busby | Study skills practitioner identity and agency in UK higher education |
| Dean Cairns | Towards effective inquiry learning approaches through the development of epistemic cognition in science |
| Jinyao Chang | - |
| Jonathan Code | A Path of Fire – Autoethnographic writing on Ecoliteracy |
| Walid Daffri | Academic Coloniality in English Language Teaching in Algeria (completed 2023) |
| Caitlin Dunne | Gender and student interaction in English Medium Instruction classrooms in a Turkish Secondary School |
| Amne Elkhatib | EFL teacher’s conceptions of effective online teaching in Saudi Arabia |
| Meltem Eski | English language teacher educator learning in Spain (completed 2023) |
| Jay Fonow | Epistemic injustice and international teacher training programs: A thematic analysis of testimonial, hermeneutical, and interpretive injustices in southern China |
| Carmella Jodrell | Gender differences in interactional strategies of educational coaches |
| Wayne Jones | Language-related and non-linguistic challenges faced by Emirati students at an English medium university in the United Arab Emirates |
| Hala Khaled | Language Learning Motivation in Multilingual Algeria: An Investigation into Possible Selves, Motivational Orientations, and Self-beliefs |
| Yuwei Lin | Students’ Willingness to Communicate in English Medium Instruction: a case study of a Sino-foreign cooperative university |
| Xiaoli Liu | Chinese heritage language learners’ development in the UK |
| Siyu Nie | Corpus-based analysis of collocational development of L1 and L2 students’ academic writing |
| Pius Ochieng | Language and epistemic justice in the new Kenyan curriculum |
| Jiayu Tie | Assessing AI Readiness Among Postgraduate Students in UK Universities: Exploring Factors Influencing AI Readiness for Artificial Intelligence Integration in Education |
| Chris Sowton | Language-in-education policy in South Sudan |
| Kazuo Yamamoto | The role of faculty development programmes for Japanese instructors teaching university English Medium Instruction courses |
| Kie Yamamoto | A qualitative investigation of Japanese learners’ perceptions of teletandem learning experiences |
| Rui Yan | Exploration of the effect of long-term use of a GSRS (Gamified Student Response System) in EFL reading |
| Yonghua Wang | Teacher beliefs and sociocultural contexts |
| Dan Zhao | The impact of using smartphone language learning applications on Chinese international students’ Willingness to Communicate (WTC): A Confucian Heritage Cultural (CHC) perspective (completed 2023) |
| Ying Zhou | Chinese EMI International Business Undergraduates’ Learning Motivation in a Transnational University: A Mixed-methods Longitudinal Study at a Transitional Stage |