Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.
She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).
Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.
She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.
Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945
Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.
Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092
Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.
Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.
Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.
Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.
Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N. (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.
Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.
He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).
At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.
Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.
For further information, visit www.researchgate.net/profile/Jim-Mckinley.
Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518
McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2
Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.
Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.
Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698
McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846
McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.
McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.
McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.
Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.
Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.