Dr Florence Bonacina-Pugh
Programme Director: MSc Language Teaching / Lecturer in Language Education
Moray House School of Education and Sport, CH 5.19
- University of Edinburgh (Holyrood Campus)
- Post code
- EH8 8AQ
Florence Bonacina-Pugh is the Programme Director for the MSc Language Education 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).
- 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)
- Teaching Languages to Young Learners (Course Organiser)
- Dissertation course for MSc Language Teaching (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
Current PhD students supervised
Hao Zhang - First supervisor
Ali Almuhhaya - Second supervisor
- Language Policy and Language-in-Education Policy
- Translanguaging in the classroom
- Multilingualism from a sociolinguistic perspective
- Internationalisation of Higher Education
- Community language education
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)
Hennebry-Leung, M. and Bonacina-Pugh, F. 2019. "The emergence of 'citizenship' in popular discourse: The case of Scotland". Citizenship Studies. Online Pre-print. https://doi.org/10.1080/13621025.2019.1645812
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. 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. 2013. 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. 2013. 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. 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. 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.