Dr Maryam Almohammad
Teaching Fellow in Language Education
Moray House School of Education and Sport, CH
- University of Edinburgh (Holyrood Campus)
- Post code
- EH8 8AQ
Maryam is a linguist and sociologist in language education. As a researcher, her main area is language, identity, culture and investment. she draws upon ethnographic research, the social turn in applied linguistics, the sociology of Bernstein and Bourdieu, and critical approaches. Maryam also has experience in conducting collaborative art-based research. In the Creating Welcoming Learning Environments research project (AHRC funded), she worked with academics, artists, and teachers on the use of art to provide supporting multilingual and intercultural environments for migrant children in schools in the UK. Her role at the Moray House School of Education and Sport involves teaching and supervision on the MSc Language and Intercultural Communication, Teaching English to Speakers of Other Languages (TESOL) and Language Education programmes. Maryam also teaches undergraduate students providing training for EAL pre-service teachers.
- PhD in Education (Applied Linguistics), the School of Education, University of Bristol.
- Postgraduate Diploma in Research Methods, the School of Education, University of Bristol.
- MA in English Language Teaching, the Center for Applied Linguistics, University of Warwick.
- Postgraduate Diploma in Translation and Interpreting, University of Damascus
- Postgraduate Diploma in Linguistics, University of Damascus
- BA in English Language and Literature, University of Damascus
Responsibilities & affiliations
Maryam is a member of key research associations in the UK:
- The British Association for Applied Linguistics (BAAL): Linguistic Ethnography Forum, Multilingualism SIG, Language Learning and Teaching SIG, Language and New Media SIG, Intercultural Communication SIG, and English as an Additional Language.
- The Society for Research into Higher Education
- The British Educational Research Association
- The ESOL Research Forum
- Teaching English to Speakers of Other Languages (Course Organiser)
Intercultural Language Learner Identity (I design, develop and lead this as course organiser)
- Second Language Teaching Curriculum
- Language Awareness for Second Language Teachers
- TESOL Methodology
- Conceptualising Research: Foundations, Assumptions and Praxis
- Sources of Knowledge: Understanding and analysing research literature
Open to PhD supervision enquiries?
Areas of interest for supervision
I am happy to supervise MSc students on the topics of:
- language and identity
- Language across formal and informal spaces
- Critical approaches
- Language Education
- Language and art in multilingual environments
As a researcher in language education, I have been involved in both ethnographic and collaborative art-based research. My research discusses the points below:
- Language and identity
- TESOL, EFL and EAL
- Language and Migration
- Qualitative research
- Creative art-based research and interculturality
- Critical Interculturality Language education
- New materialism and posthumanism
- TESOL methodology
- Sociology of Bernstein and Bourdieu
- Experience Conducting Ethnographic Research
Maryam's main specialism is language, identity, investment, ideology, pedagogy, and society. Her primary research explores TESOL in the Syrian context which is not widely represented in TESOL research. The study emerged out of her work experience where she noticed issues of injustice due to the role of foreign languages in accessing certain spaces, forms of knowledge, and positions. This is why she conducted an ethnography that explores Syrian language learners’ identities, ideology, power and investment in English as a Foreign Language and English as a Lingua Franca contexts after graduation from university and enrolling in a senior Training Institute. She draws upon social and critical theories, Critical Discourse Analysis and the sociology of Bernstein and Bourdieu. The social turn in applied linguistics allowed her to investigate the questions of identity, ideology, pedagogy and investment in the English language which are not researched in a foreign language context, such as Syria.
- Experience Conducting Collaborative Art-based Research
Maryam's most recent research experience is in the area of art and multilingualism in English as an Additional Language environment. She developed experience in conducting collaborative art-based research while working with Associate Professor in Education, Dr Jane Andrews, the University of the West of England (UWE), on the Creating Welcoming Learning Environments (CWLE) project, which is funded by the Arts and Humanities Research Council (AHRC). The CWLE is designed as a follow-on project to extend the legacy of the AHRC grant Researching Multilingually at the Borders of Language, the Law, the Body and the State. In the RM researchers worked across professions (the law, global mental health, state institutions) and disciplines (clinical psychology, education, law, languages) using art as a method of data collection. In the CWLE, Maryam and Dr Jane collaborated with artists, school teachers, education consultants and the University of the West of England filming students in sharing knowledge and practice about the use of art-based methods in the teaching and learning of children from non-English backgrounds. This was through a series of workshops and follow up in schools.
Andrews, J. and Almohammad, M. (2019). Teachers’ evaluations of creative collaboration: What happens when artists and teachers generate arts-based approaches to supporting English language development in schools? The British Educational Research Association Annual Conference, (BERA).
Almohammad, M. and Andrews, A. (2019). Artmaking and Teachers’ and Learners’ Reception of their own Interchange with Materials and Multilingualism in Welcoming Environments for EAL Learners. Language, Identity and Education in Multilingual Contexts, (LIEMC19).
Andrews, J. and Almohammad, M. (2018). Creative collaboration: a study of teachers transforming arts-based methods into activities to support children developing English as an Additional Language in schools in England, the British Association for Applied Linguistics.
Almohammad, M., Harrison, N., and Comrie, C. (2018). Internationalism in an age of insularity: constructions of ‘global citizenship’ in English university strategic policy documents. The Society for Research Into Higher Education Conference.
M. Almohammad. (2016). Constructing Syrian Learners Identities and Investment within Arab Knowledge-Based Economy and Public Administration Training. Language, Identity and Literacy Conference, Centre for the Study of Literacies, Sheffield University.
M. Almohammad (2015). Negotiating Professional Identities in Syrian Internship workplaces: Access, learning and evaluation. Linguistic Ethnography Discussion Study Group, Centre for Language and Communication Research, School of English, Communication and Philosophy, University of Cardiff.
M. Almohammad (2015). A Social Realist Perspective on Trainees in Syria Higher Education: consciousness and reflexivity. The University of Warwick Seminar on Reflexivity.
M. Almohammad (2014). Critical Ethnography of Pedagogies and Knowledge Reproduction in Syria: Identities, Language, Investment and Consciousness in Education and Workplaces. Conference Paper, the British Association for Applied Linguistics.
M. Almohammad (2010). Doing an Ethnography in Syria: Identities, Language, Investment and Consciousness in Education and Workplaces, the Centre for Globalisation, Education and Societies, University of Bristol.
Andrews, J. and Almohammad, M. (2019). Teachers’ evaluations of creative collaboration: What happens when artists and teachers generate arts-based approaches to supporting English language development in schools?, MOSAIC Research Seminar Series, the School of Education, University of Birmingham.
Andrews, J. and Almohammad, M. (2019). Art-based Methods in EAL Environments. Bristol City Academy Teacher's Conference. (workshop)
Andrews, J., Almohammad, M., Thomas, K. (2018) Creative Arts and Supporting EAL Development: Whole School, Learner and Subject Level Approaches, The National Association for Language Development in the Curriculum (NALDIC) 26 Conference. (workshop)
Almohammad, M. (2018). Performing Identities and Negotiating Positions in the Syrian Workplace. TESOL in Marginalised Communities Seminar, Graduate School, Queens's University Belfast.
M. Almohammad (2018). Pluri-logicality and the language of Islamic Geometric Home Design: reassembling tessellations and encoding the hidden mystery of human and non-human unification (about symbolism and ontology). Exploring Pluri-Logicality A half-day interactive symposium hosted by the Creativity and Emergent Educational-futures (CEE) Network, Graduate School of Education, University of Exeter. (workshop)
M. Almohammad (2015). Syrian Refugee Education: Challenges and Responsibilities. Invitation to Speak to Education Undergraduate Students, the University of Gloucestershire.
I co-organised conferences for teachers and for Phd students. I also worked on organising workshops, research seminars, reading groups, and writing retreats.
Almohammad, M. (2019). Data Session C – Researching language and identity development in a professional context: research participation as a site of reflexivity, and the role of the researcher within this. A Research Seminar organised by the British Association for Applied Linguistics, Linguistic Ethnography SIG, Reflexivity and Positionality in Linguistic Ethnography, UWE, 3 June 2019.
M. Almohammad. (2016). Constructing the Global Identity of a Syrian Town through Disseminating Visual Resources: Spaces, Bodies and Multilingualism. Historicising the Digital, Language and Social Media SiG Annual Seminar, BAAL.