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Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

 

Conference Papers

  1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
  2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
  3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

  1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
  2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

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Foundation programs are typically a one-year preparation course to meet the language requirement or academic requirement for bachelor or master studies in British universities. This population is a relatively under-researched learner cohort in the study-abroad literature. Phrasal verbs are “two-part verbs consisting of a lexical verb followed by a contiguous (adjacent) or non-contiguous adverbial particle” (Gardner & Davies, 2007, p. 341). Phrasal verbs are omnipresent in daily natural discourse, while they pose extraordinary difficulty for L2 learners (Gardner & Davies, 2007). This longitudinal mixed-methods study collected data from over 200 international foundation year students in the UK for one academic year, to shed light on the relationship between phrasal verb development and informal language contact. Data collection took place once per term and three times in total. Phrasal verb data were collected through standardized tests and speech samples, while L2 contact was measured via language contact questionnaire, social network surveys, and semi-structured interviews. Other confounders such as initial vocabulary knowledge and personal backgrounds were also considered. Mixed-effects modelling results showed that the overall English proficiency, the corpus frequency of phrasal verbs, and the language contact of the participants were significant predictors of their phrasal verb knowledge. This study revealed the lack of interactive L2 contact and limited phrasal verb knowledge of the Chinese foundation students in the UK and proposed some implications.

About the Speaker

Siyang Zhou is a PhD candidate at the Department of Education. Siyang has a passion for languages and is interested in how study abroad benefits the vocabulary gains of international students in the UK. She obtained a BA from Sun Yat-sen University in China and masters from the University of Sydney and the University of Cambridge, specializing in language education. She has taught English in a higher vocational college for a few years in China and has accumulated rich work experiences in the education sector. She has presented her research in a few international conferences such as BAAL, AAAL, and AILA. She was awarded the Richard Pemberton Prize in the annual conference of BAAL 2019 and she is working on publications based on her PhD thesis.

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This study investigated the association between the Manchu writing system and novice learners’ uju symbol block decoding performance. The Manchu writing system was examined on two parameters: visual complexity of uju and mapping complexity between symbol and sound. Although previous studies have shown that visual and mapping complexities were associated with word decoding, most studies were conducted on alphabetic writing systems. Thus, it remains unknown whether similar results would be found in Manchu writing system. Designed as a mixed methods study, this study randomly selected undergraduate students (n = 196) in a Chinese university, who were given Manchu uju naming tasks in Test 1 on visual complexity and Test 2 on symbol-sound mapping complexity. Moreover, the instruction on Manchu orthographic knowledge was also observed. Results of Test 1 revealed that visual complexity of uju is significantly and positively associated with participants’ decoding performance measured by error rate and reaction time. Furthermore, connected points were identified by multiple linear regression as the unique predictor for decoding accuracy, and connected points and disconnected components were identified as predictors for decoding speed. The results of Test 1 suggested that readers may use connected points to identify features in visual processing of an uju. Results of Test 2 showed that the participants’ decoding performance was not significantly different when the symbols were provided in the manipulated “mixed” and “blocked” condition, but their performance was more accurate and rapid in naming the symbol blocks with phoneme markers in the consistent one–to–one mapping than those in one-to-multiple mapping with sound. The results suggested that Manchu phoneme markers rather than uju were used for symbol block processing, which was further corroborated by the observation on Manchu orthographic knowledge instruction. Finally, this study posits that reading Manchu uju symbol blocks requires intra-symbol processing, which involves (a) at the feature level, identification and configuration of visual features into phoneme markers, and (b) at the symbol level, conversion of phoneme markers into sounds.

About the Speaker

Mark Bai Li is a final year DPhil student in Applied Linguistics and Second Language Acquisition course at the Department of Education, University of Oxford. His doctoral project investigates the cognitive process of reading the “critically endangered” Manchu language in China. Mark holds a BA in English from Dalian University of Foreign Languages, and an MSEd in TESOL from the Graduate School of Education, University of Pennsylvania. He also spent one and half years doing MPhil level research on Manchu education at King’s College London. Prior to Oxford, Mark taught as a Lecturer in English in China for seven years and as a volunteer ESOL teacher in the School District of Philadelphia for one year.

 

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In this talk, Dr Murakami will illustrate the utility of multifactorial learner corpus research with two of their studies on the accuracy of L2 English grammatical morphemes. Drawing data from the Cambridge Learner Corpus, Murakami and Alexopoulou (2016) examined how the accuracy varies depending on a number of factors such as learners’ native language (L1), proficiency, and the specific morpheme. The study demonstrated that the acquisition order of L2 English grammatical morphemes varies across the learners’ L1 backgrounds and that L1 influence is morpheme-specific, in that some morphemes are more strongly affected by L1 than others.

While Murakami and Alexopoulou (2016) focused on accuracy differences between morphemes, it is well-known that the accuracy of morpheme use systematically varies within each morpheme as well. Murakami and Ellis (2022) investigated such within-morpheme accuracy differences. Specifically, they analysed whether morpheme accuracy in L2 writing depends on (i) availability (i.e., surface-form accuracy; e.g., asked vs requested), (ii) contingency between a surface-form and the lemma (e.g., decided vs liked), and (iii) formulaicity of the context in which the surface form occurs (e.g., since I graduated from college vs wanted a lot of). Contrary to the previous study that identified positive associations between the three distributional factors and morpheme accuracy (Guo & Ellis, 2021), our study found that only contingency is meaningfully associated with accuracy. The difference in the findings is likely to be due to the difference between the elicited imitation task used in Guo and Ellis (2021), which required the online processing of pre-determined stimuli, and free writing tasks in Murakami and Ellis (2022), in which learners decided the linguistic forms they would need.

References

  • Guo, R. & Ellis, N. C. (2021). Language usage and second language morphosyntax: Effects of availability, reliability, and formulaicity. Frontiers in Psychology, 12. 582259.
  • Murakami, A., & Alexopoulou, T. (2016). L1 influence on the acquisition order of English grammatical morphemes: A learner corpus study. Studies in Second Language Acquisition, 38(3), 365–401.
  • Murakami, A., & Ellis, N. C. (2022). Effects of availability, contingency, and formulaicity on the accuracy of English grammatical morphemes in second language writing. Language Learning.

About the Speaker

Akira Murakami a Birmingham Fellow at the Department of English Language and Linguistics, University of Birmingham, as well as a Visiting Scientist at the Natural Language Understanding Team at the Center for Advanced Intelligence Project, RIKEN. His primary research interests include second language acquisition, corpus linguistics, and quantitative data analysis for applied linguistics research. Prior to joining Birmingham in 2018, he was a post-doctoral researcher at the Universities of Birmingham, Cambridge, and Tübingen.

 

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Children who grow up multilingual may or may not develop into multilingual readers, for a number of reasons: lack of opportunity, lack of resources, lack of time, lack of support system, etc. This talk draws on numerous research studies to explore how multilingual children experience their journey towards multiliteracy. We will explore both historical and current developments that can contribute to, and hinder, multiliteracy development, including the role of families, schools, and libraries. The talk will highlight the “River of Reading” methodology, which serves as a tool to help children chart their multiliteracy development, and illustrate how multilingual children’s “Rivers of Reading” differ from their monolingual peers. Throughout the talk, links between literacy development and identity will help us reflect on how multilingual children experience their surroundings, and how they internalise these, as part of their multilingual selves.

About the Speaker

Dr Sabine Little is a Senior Lecturer in Languages Education at the University of Sheffield. Her work focuses primarily on the links between multilingualism, identity, and belonging, with research situated in families, schools, and public spaces such as libraries, to explore children’s multilingual childhoods holistically and within context. Her work on Sheffield’s multilingual children’s library won the International Brenda Eastwood Award for Diversity and Inclusion, and her Lost Wor(l)ds project aims to support teachers in giving multilingual children the opportunity to learn whilst making use of their full linguistic repertoire.