Dr Florence Bonacina-Pugh

Lecturer/Assistant Professor in Language Education


Dr. Florence Bonacina-Pugh is a Lecturer /Assistant Professor in Language Education in the Institute for Education, Teaching and Leadership at The Moray House School of Education and Sport, at The University of Edinburgh. She is a co-leader of the Language Education Research Hub at 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 at the University of Edinburgh. She then worked as a Teaching Fellow in TESOL in the 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.

Twitter: @BonacinaPugh_F

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


  • 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)

Responsibilities & affiliations

Dr. Florence Bonacina-Pugh is the co-founder and co-convenor of the BAAL Special Interest Group (SIG) on Language Policy (see http://www.langpol.ac.uk/). As part of this role, she also co-organises annually the Language Policy Forum.

Florence was Programme Director of the MSc Language Education (previously known as MSc Language Teaching) for three years (2016-2019) and led the programme through its quinquennial review.

Florence was also leader of the Language Policy and Society research group in the research cluster Language, Communication and Culture in 2018.

Postgraduate teaching

  • Teaching Languages to Young Learners (Course Organiser)
  • Dissertation courses for the MSc TESOL and the MSc Language Education (Course Organiser)

Open to PhD supervision enquiries?


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 social action.

Project activity

Current research projects:

  • Language policy and practice in the multilingual university. PI. Seedcorn Funding. With Co-I Dr. Elisabeth Barakos and RA 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)

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

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.