Dr Florence Bonacina-Pugh

Lecturer/Assistant Professor in Language Education

Background

Dr. Florence Bonacina-Pugh is Lecturer/Assistant Professor in Language Education as well as co-leader of the Research Hub in Languages, Interculturality and Literacies in the Moray House School of Education and Sports, at The University of Edinburgh. She was Programme Director of the MSc Language Education from 2016 to 2019, when she contributed to the development of the Languages Strategy of the School and led the programme through its quinquennial review in collaboration with the Languages team.

Dr. Florence Bonacina-Pugh works in the field of Sociolinguistics and specialises in the study of Language Policy and Practices, and Multilingualism in education. Following a Post-Doctoral Fellowship awarded by the ESRC, Bonacina-Pugh went on to develop what she calls “language policy as practice” (e.g. Bonacina-Pugh 2012, 2020; Bonacina-Pugh et al. 2021; Chen and Bonacina-Pugh, 2021), which has then been investigated in many educational contexts. She has also extensively published on issues of language choice in multilingual education and was recently invited to lead a state-of-the-art review on translanguaging in education for Language Teaching (Bonacina-Pugh et al. in press). She has conducted research in mainstream schools with newly arrived migrants, in heritage/community schools, and most recently in Higher Education. Her recent work can be found in international journals such as Language Policy; The International Journal of Bilingual Education and Bilingualism; Language and Education; The Applied Linguistics Review; and Language Teaching.

Dr. Florence Bonacina-Pugh is a co-founder and co-chair of the Language Policy Special Interest Group of the British Association of Applied Linguistics and co-organises its annual conference: The Language Policy Forum. She reviews regularly book proposals and grant proposals, as well as articles in international journals. She acts as external examiner for PhD theses in the UK and abroad.

Florence is also a fully trained teacher of French as a foreign language and has taught young learners as well as adults in various institutions in the UK for 10 years. She is passionate about knowledge exchange and has founded “Les Petiots d’ Edimbourg”, a vibrant French Saturday club for French and English bilingual young learners in Edinburgh and its surroundings.

 

Academia: https://edinburgh.academia.edu/FlorenceBonacinaPugh

Google scholar: https://scholar.google.com/citations?user=bOi_xoUAAAAJ&hl=en

ORCID: https://orcid.org/0000-0001-7714-1926

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

  • Language and the Learner
  • Teaching Languages to Young Learners (Course Organiser)
  • Bilingual Education (Lecturer)
  • Dissertation supeprvisor

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
  • Internationalisation of Higher Education

Current PhD students supervised

Hao Zhang - First supervisor (with Drs. Andy Hancock and Cathy Benson as second supervisors)

Ali Almuhhaya - co-supervisor (with Dr. Joseph Gafaranga)

Research summary

  • Language Policy and Language-in-Education Policy
  • Translanguaging
  • Multilingualism from a sociolinguistic perspective
  • Internationalisation of Higher Education
  • Community language education
  • Citizenship and identity

I am fascinated by interactional data of any sorts and often use an ethnomethodological lens to understand order and fluidity in social action.

Past project grants

1. Language policy and practice in the multilingual university. PI. Seedcorn Funding. With Co-I Dr. Elisabeth Barakos and RA Dr. Qi Chen.
2. 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.
3. Language-in-education policy in migratory contexts; funded by the ESRC (PTA-026-27-2638)
4. 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)
5. Classroom code-switching in a French complementary school in Scotland; funded by the British Council (Entente Cordiale scheme)

See also my publications here: https://www.research.ed.ac.uk/en/persons/florence-bonacina-pugh/publications/

Bonacina-Pugh, F., Da Costa Cabral, I., Huang, J. (in press). A state-of-the-art review of translanguaging in education. Language Teaching. 

Chen, Q. and Bonacina-Pugh, F. 2021. Spotlights on 'practiced' language policy in the internationalised university. In Dippold, D. and Heron, M. (Eds.). Meaningful Teaching Interaction at the Internationalised University: Moving From Research to Impact. Chapter 9. Routledge: Oxon. 

Bonacina-Pugh, F., Barakos, E., and Chen, Q. 2020. Language Policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as 'text', 'discourse', and 'practice'. The Applied Linguistics Review. Online pre-print. https://doi.org/10.1515/applirev-2019-0148

Bonacina-Pugh, F. 2020. "Legitimizing multilingual practices in the classroom: the role of the 'practiced language policy'". International Journal of Bilingual Education and Bilingualism 23(4): 434-448. First published on-line in 2017.  http://dx.doi.org/10.1080/13670050.2017.1372359

Hennebry-Leung, M. and Bonacina-Pugh, F. 2019. "The emergence of 'citizenship' in popular discourse: The case of Scotland". Citizenship Studies 23(8): 831-852. https://doi.org/10.1080/13621025.2019.1645812

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. https://doi.org/10.1080/09500782.2015.1103256

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

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. 2013a. Categories and language choice in multilingual classrooms: the relevance of ‘teacher-hood’. Language and Education 27 (4): 298-313. https://doi.org/10.1080/09500782.2013.788021

Bonacina-Pugh, F. 2013b. Multilingual label quests: A practice for the ‘asymmetrical’ multilingual classroom. Linguistics and Education 24 (2): 142-164. https://doi.org/10.1080/09500782.2013.788021

Bonacina-Pugh, F. 2012a. Researching ‘practiced language policies’: insights from conversation analysis. Language Policy 11 (3): 213-234. https://doi.org/10.1007/s10993-012-9243-x

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. 2012c. 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. https://doi.org/10.1080/13670050.2010.502222

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