Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.
Ernesto was Director of the Department of Education from 2013 to 2016.
Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.
Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).
Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.
Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:
EMI IN TURKEY: A COLLABORATIVE EXPERIMENT
The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press
EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION
This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.
THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION
The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)
TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY
The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council
Hamish is the Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA). He lectures and supervises on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and the MSc Applied Linguistics for Language Teaching (ALLT).
He is director of the International Database of Education Systematic Reviews (IDESR.org), a database of published systematic reviews in Education and a clearinghouse for protocol registration of ongoing and planned systematic reviews. He convenes the REAL (research in EAL) group at the Department. He is Vice-Chair of the National Association for Language Development in the Curriculum (NALDIC). He is editor of NALDIC’s blog EALjournal.org, and associate editor of the EAL Journal, NALDIC’s professional periodical. He is on the advisory panel for Assessing Claims in Education project in collaboration with the Education Endowment Foundation and the Chartered College of Teaching.
Hamish’s research interest centres on evaluation of pedagogical approaches to teaching children who use English as an Additional Language (EAL). In particular, his research focuses on the use of the first language as a pedagogical tool for multilingual learners in English medium classrooms. His methodological interest is in randomised trials and systematic reviews.
Chalmers, H. & Murphy, V. (in press). Multilingual Learners, linguistic pluralism and implications for education and research. In Macaro, E., & Woore, R. (Eds.) Debates in Second Language Education. Abingdon: Routledge.
Murphy, V. Arndt, H., Briggs Baffoe-Djan, J., Chalmers, H., Macaro, E., Rose, H., Vanderplank, R. & Woore, R. (2020). Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment. London: EEF.
Müller, L., Morris, A., Sharples, J., Chislett, J., Rose, N., Chalmers, H. (2020). How to assess claims about cognition and learning: The ACE concepts. Impact, Issue 8, Spring 2020, 60-63.
Chalmers, H. (2019) The Role of the First Language in English Medium Instruction. Oxford:OUP.
Chalmers, H. (2019) Why all the fuss about Randomised Trials? researchED Magazine, February 2019, 13-14.
Chalmers, H. and Crisfield, E. (2019). Drawing on linguistic and cultural capital to create positive learning cultures for EAL learners. Impact, Issue 5, Spring 2019, 40-43.
Chalmers, H. (2017). What does research tell us about using the first language as a pedagogical tool? EAL Journal. Summer, 54-58.
Chalmers, H. (2016). How to … inspire EAL students. Times Educational Supplement. 20 November, 42-43.
Chalmers, H. (2014). Harnessing linguistic diversity in polylingual British curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial. Masters Dissertation. Published online by the British Council.
Chalmers, H. (1999). Did Microsoft commission a fair test of the geographical knowledge of British children? TERSE Report. Centre for Evaluation and Monitoring, Durham University.
Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.
She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.
Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.
Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.
She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).
She was awarded the Cambridge Journal of Education 2016 Best Paper prize.
After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.
Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.
Ann would welcome informal contacts from prospective doctoral students interested in the following topics:
- Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
- Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
- Developing teacher education in science of both pre and in-service science teachers
- Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?
Heath Rose is an Associate Professor of Applied Linguistics, who specialises in language teaching research. He is the course leader for the MSc/PGDip in Teaching English Language in University Settings and the MSc/PGDip in Applied Linguistics for Language Teaching.
After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a Masters and PhD in Education from The University of Sydney. Before coming to Oxford, Heath oversaw the M.Phil. in English Language Teaching at Trinity College Dublin, and was Director of the Centre of English Language Learning and Teaching.
Heath’s interests are firmly situated within the field of Second Language Teaching and Learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods and Japanese language learning.
He has published numerous research articles related to applied linguistics in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, and Modern Language Journal. Heath is the current coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network.
- B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
- M.A. Educational Psychology – McGill University, Canada
- Ph.D. – Second Language Education – McGill University Canada
Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:
- Language and literacy development in EAL (ELL/ESL/ Language Minority) children
- Child L2 and bilingualism
- Foreign language learning in primary school
- Lexical development and morphosyntax in L1 and L2 learners
Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school. She is also the convenor of the Research in English as an Additional Language (REAL) group. Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.
- language and literacy development in EAL (ELL/ESL/Language minority) children
- child L2 learning and bilingualism
- foreign language learning in primary school
- cognitive processes underlying L1 and L2 learning
- lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)
- Profiling writing challenges in children with English as an additional language (EAL) (Nuffield)
- Reading comprehension and oral language development in EAL (English as an Additional Language) children
- Effects of L2 learning on L1 literacy in Primary school children
- Developing morphosyntax in children’s L1
- Morphological awareness in writing in primary school children