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Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.

He has extensive experience with language education in Asia as a researcher, teacher, and consultant.

Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.

Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.

 

Publications

Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.

Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510

Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.

Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.

Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819

Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y

Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690

Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062

Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.

Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.

Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856

 

Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.

She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).

Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.

She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.

 

Journal Articles:

Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945

Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.

Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092

 

Book chapters:

Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.

Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.

Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.

Other publications:

Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.

Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N.  (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.

Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.

He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).

At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit www.researchgate.net/profile/Jim-Mckinley.

 

Publications

Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.

McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.

McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.

 

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill vol