Department of Education

Viewing archives for Academic Staff

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation). First language-mediated strategies for improving linguistic proficiency and academic attainment for bilingual children aged 4-11 in non-bilingual schools: a systematic review. Campbell Systematic Reviews.

Chalmers H (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.

Chalmers H (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.

Chalmers H (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.

Chalmers H (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.

Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.

He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.

 

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)

Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

He is the founding Director of the Centre for Research and Development in English Medium Instruction (EMI) in the department. He was also the Director of the Department from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA at the University of Warwick. He then obtained a PhD from the University of Reading whilst teaching on that institution’s PGCE course. He joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition.

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Ernesto is currently supervising doctoral students researching the following topics:

• English Medium Instruction in Turkish Higher Education
• The interaction in science lessons where English is the Medium of Instruction
• The vocabulary learning strategies of students in English Medium Instruction classes

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy.

Current or recent research projects

The effects of teacher codeswitching on acquisition of second language vocabulary

Using listening comprehension texts as the tasks around which the intervention took place, year 9 students were taught vocabulary by either being provided with target language information or via first language information. We measured pre- post and delayed tests.
Funding Body: ESRC

EMI in Turkey: A collaborative experiment

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

Decoding French, Motivation and Foreign Language Learning

This study involved an England-wide survey of Key Stage 3 learners of French in comprehensive schools which elicited respondents’ mastery and perceptions of decoding French (from the written form to the spoken form) and correlated these results with the same learners’ self-reports on their self-efficacy in French, their attributions of success and failure in French and their motivation to continue learning it.
Funding Body: ESRC

The certification of EMI teachers in Higher Education

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

Transition from secondary CLIL to tertiary EMI in Italy

The research investigates the challenges faced by students transitioning from the upper secondary school CLIL classroom to EMI in Universities. Specifically it measures the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).

Hamish convenes the Applied Linguistics Seminar Series in the department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.

Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.

Publications

Chalmers, H. (2019). The Role of the first language in English Medium Instruction. OUP ELT Position Paper.

Chalmers H (in preparation).