Dr Florence Bonacina-Pugh

Programme Director: MSc Language Teaching / Lecturer in Language Education

Background

Florence Bonacina-Pugh is the Programme Director for the MSc Language Teaching and a Lecturer in Language Education in the Institute for Education, Teaching and Leadership, The Moray House School of Education, The University of Edinburgh.

Florence started her academic career by being awarded a Post-Doctoral Research Fellowship (PTA-026-27-2638)  from the Economic and Social Research Council (ESRC) hosted by the department of Linguistics and English Language of the University of Edinburgh. She then worked as a Teaching Fellow in TESOL in the Moray House School of Education at the University of Edinburgh.  Before working in academia, Florence taught French as a foreign language at all levels for nine years in various institutions across the UK and was regularly hired for curriculum and teaching material development.

Florence is the co-founder and co-convenor of the BAAL Special Interest Group (SIG) on Language Policy (see http://www.langpol.ac.uk/). She is also the leader of the Language Policy and Society research group, which belongs to the research cluster Language, Communication and Culture. She is also a member of the New Speaker Network (Working Group 9).

Qualifications

  • Ph.D. in Linguistics, The University of Edinburgh
  • MSc. in Applied Linguistics, With Distinction, The University of Edinburgh
  • Maitrise de Francais Langue Etrangere, Université de la Sorbonne III (France)
  • Maitrise de Lettres Modernes, Université de la Sorbonne IV (France)

Postgraduate teaching

  • Teaching Languages to Young Learners (Course Organiser)
  • Dissertation course for MSc Language Teaching (Course Organiser)

Open to PhD supervision enquiries?

Yes

Areas of interest for supervision

I am happy to supervise MSc and PhD students in the areas of:

  • Language in education policy and family language policy
  • Translanguaging in the (language) classroom
  • Multilingualism / linguistic diversity in educational contexts
  • Community language education

Current PhD students supervised

Hao Zhang - First supervisor

Ali Almuhhaya - Second supervisor

Research summary

  • Language in education policy and family language policy
  • Translanguaging in the classroom
  • Multilingualism from a sociolinguistic perspective
  • Internationalisation of Higher Education
  • Community language education
  • Mandarin language teaching in Scottish primary school as part of the 1+2 language policy

Project activity

Current research projects:

  • Language policy and practice in the multilingual university. PI. Seedcorn Funding. With Dr. Elisabeth Barakos and Dr. Qi Chen.
  • Family language policy: A longitudinal study
  • Language Policy creation: The British Sign Language Plan of The University of Edinburgh. With Rachel O'Neill.
  • Scot or Not? Investigating conceptualizations of identity and citizenship in a referendum context. With Dr. Mairin Hennebry. Funded by Hong Kong University Faculty of Education Research Fund.

Past research projects:

  • Language-in-education policy in migratory contexts; funded by the ESRC (PTA-026-27-2638)
  • A Conversation Analytic approach to 'practiced language policies': the example of an induction classroom for newly-arrived immigrant children in France; funded by the ESRC (PTA-031-2006-00426)
  • Classroom code-switching in a French complementary school in Scotland; funded by the British Council (Entente Cordiale scheme)

Bonacina-Pugh, F. 2017. "Legitimizing multilingual practices in the classroom: the role of the 'practiced language policy'". International Journal of Bilingual Education and Bilingualism. Online pre-print http://dx.doi.org/10.1080/13670050.2017.1372359

Mariou, E., Bonacina-Pugh, F., Martin, D., Martin-Jones, M. 2016. Researching language-in-education in diverse, twenty-first century settings. Language and Education 30 (2): 95-105.

Fordyce, K. and Bonacina-Pugh, F. 2015. English across cultures. In Joan Cutting (Ed.), Language in Context in TESOL (pp. 61-79). Edinburgh: Edinburgh University Press.

Bonacina-Pugh, F. 2013. Categories and language choice in multilingual classrooms: the relevance of ‘teacher-hood’. Language and Education 27 (4): 298-313.

Bonacina-Pugh, F. 2013. Multilingual label quests: A practice for the ‘asymmetrical’ multilingual classroom. Linguistics and Education 24 (2): 142-164.

Bonacina-Pugh, F. 2012a. Researching ‘practiced language policies’: insights from conversation analysis. Language Policy 11 (3): 213-234.

Bonacina-Pugh, F. 2012b. Ideologies and issues of access in multilingual school ethnography: A French example. In Sheena Gardner and Marilyn Martin-Jones (Eds.), Multilingualism, Discourse and Ethnography (pp. 269-282). New York: Routledge.

Bonacina-pugh, F. 2012. Re-thinking practices in language policy research: From ‘policy versus practice’ to ‘policy within practice’. Proceedings of the 2011 BAAL Annual Conference. London: Scitsiugnil Press.

Bonacina-Pugh, F. and Gafaranga, J. 2011. ‘Medium of instruction’ versus ‘medium of classroom interaction’: Language choice in a French complementary school classroom in Scotland. The International Journal of Bilingual Education and Bilingualism 14 (3): 319-334.

Bonacina, F. 2010.Multilingual label quests: A classroom practice in a migratory educational context. Proceedings of the 2009 BAAL Annual Conference. London: Scitsiugnil Press.