Since 2002, Angela has participated in nine research council funded projects and two government funded projects.
Research Council Funding with collaborations
ESRC Research Seminar Series. 2014 - 2015. £28,566.
The Multilingual University: The Impact of Linguistic Diversity in Higher Education in English-dominant and English Medium Instructional Settings. (ES/M00175X/1)
AHRC Large Grant. 2014 – 2018. £1,973,527.
Translation and translanguaging: Investigating linguistic and cultural transformations in superdiverse wards in four UK cities (TLANG); (AH/L007096/1). Angela Creese (PI). With CIs Mike Baynham, Adrian Blackledge, Lisa Goodson, Li Wei, James Simpson, Caroline Tagg, Zhu Hua; With Senrio Researchers Bharat Malkani, Mike Robinson, Janice Thompson, Kiran Trehan; With advisory consultants, Ian Grosvenor, Jenny Phillimore. In addition there are four Research Assistants, 2 DRs and one administrator (21 members) together with seven non-academic partners and three 3 international partners. View the Translation and Translanguaging website.
AHRC/British Academy. 15 November 2014 - 23/ November 2014. £3000.
Being Human: a festival of the humanities. In collaboration with the Library of Birmingham.
AHRC/Humanities in the European Research Area. 2010 - 2012. €883,775.
Investigating discourses of inheritance and identity in four multilingual European settings(09-HERA-JRP-CD-FP-051). Adrian Blackledge (PI) with Jan Blommaert, Jens Normann Jorgensen, and Jarmo Lainio. Angela Creese; (senior researcher).
ESRC Research Seminar Series 2011 - 2012. £22,437. (RES-451-26-0907).
Diverse teachers for diverse learners. Dr. Geraldine Smyth (PI) University of Strathclyde; Dr. Rowena Arshad (CI); Dr. Ghazala Bhatti (CI); Professor Angela Creese (CI); Professor Ian Menter (CI).
ESRC Researcher Development Initiative 2010 - 2013. £99,000. (RES-046-25-0004).
Researching multilingualism, multilingualism in research practice. With Deirdre Martin (PI), Adrian Blackledge, Angela Creese, Sheena Gardner, Marilyn Martin-Jones. Co-investigator. View the Researching multilingualism, multilingualism in research practice webpage
ESRC standard grant. 2006 - 2007. £208,000: (RES-000-23-1180)
Investigating multilingualism in complementary schools in four communities. Angela Creese (Principal applicant) with Adrian Blackledge, Vally Lytra, Peter Martin and Li Wei. Rated outstanding in peer review.
ESRC (TLRP) £721,384.62 (RES-139-25-0100-A).
Learning in and for Interagency Working.Professor Harry Daniels (PI). With Co-applicants Angela Creese (withdrawn), Jane Leadbetter, Deirdre Martin, Anne Edwards.
ESRC small grant. September 2002 – August 2003. £34,000: University of Leicester and University of Birmingham (R000223949).
Complementary schools and the communities in Leicester. Peter Martin (PI) and Angela Creese (CI) Rated outstanding in peer review.
Find out more about this research in this video.
Learned Society, Professional Association Funding
BAAL Seminar. £750 (June, 2013) Conceptualizing multilingualism under globalization: membership claims, social categories and emblems of authenticity. With UKLEF.
BAAL seminar, £500. Linguistic Ethnography. University of Leicester, 2000.
DfES £24,000. Principal investigator. Researching programme impact on teacher practice. 2007.
DfES £135,000: Principal investigator. Researching EAL teachers professional development needs. 2006.
Copland, F. and Creese, A. with Rock, F. and Shaw, S. (in press, January 2015) Linguistic Ethnography: Collecting, Analysing and Presenting Data. London, SAGE. Book details
Blackledge, A. and Creese, A. (2010). Multilingualism: A Critical Perspective. London, Continuum. Book details
Creese, A. (2005) Teacher collaboration and talk in multilingual classrooms. Clevedon; Multilingual Matters. ISBN 1853598224.
Blackledge, A. and Creese, A. (Eds.) (2014) Heteroglossia as Practice and Pedagogy. New York, Springer. Book details
Martin-Jones, M., Blackledge, A. and Creese, A. (Eds.) (2012) Routledge Handbook of Multilingualism. London, Routledge. Book details
Leung, C. and Creese, A. (Eds.) (2010) English as an Additional Language: Approaches to Teaching Linguistic Minority Students. London, SAGE. Book details
Creese, A., and Blackledge, A. (2014) The Ideal ‘Native Speaker’ Teacher: Negotiating Authenticity and Legitimacy in the Language Classroom. Modern Foreign Language Journal. 98 (4) 937–951 (Open access article http://onlinelibrary.wiley.com/doi/10.1111/modl.12148/pdf
Blackledge, A., Creese, A. and Takhi, J.K (2014) Voice, register, and social position. Multilingua. 33(5–6): 485–504
Creese A. and Blackledge, B. (2012) Voice and meaning-making in team ethnography. Anthropology & Education Quarterly, Vol. 43, Issue 3, pp. 306–324
Creese, A. and Blackledge. A. (2011) A. Flexible and Separate Bilingualism in Complementary Schools. Journal of Pragmatics 43, 1196–1208.
Creese, A. and Blackledge, A. (2010) Towards a sociolinguistics of superdiversity. Zeitschrift für Erziehungswissenschaft 13:549-572.
Creese, A. and Blackledge A. (2010) Translanguaging in the bilingual classroom: a pedagogy for learning and teaching. Modern Language Journal. 94 (i) 103 – 115
Chapters in books
Blackledge, A. and Creese, A. (in press) Reflexivity in linguistic ethnography. In Julia Snell, Sara Shaw and Fiona Copland (Eds.) Linguistic Ethnography: Interdisciplinary Explorations. Palgrave Macmillan.
Blackledge, A. and Creese, A. and Takhi, J.K. (in press) Emblems of Identities in Four European Urban Settings. In Jacomine Nortier and Bente A. Svendsen (editors) Multilingual Urban Sites: Structure, Activity, Ideology. Cambridge University Press.
Blackledge, A. and Creese, A., and Takhi, J.K. (in press) Communicative Repertoires in the Community Language Classroom: Resources for negotiating authenticity. In Multilingual Education: New Perspectives, edited by Jasone Cenoz and Durk Gorter. Cambridge University Press.
Conteh, J., Copland, F., and Creese, A. (2014) Multilingual teachers’ resources in three different contexts: empowering learning. In Conteh, J. and Meier, G. (Eds) (2013) The Multilingual Turn in Languages Education: Opportunities and Challenges for Individuals and Societies. Series New Perspectives on Language and Education. Clevedon: Multilingual Matters. pp. 158 – 178.
Creese, A. and Blackledge, A. (in press) Researching Bilingual and Multilingual Education Multilingually: A Linguistic Ethnography In Wayne E.Wright, Sovicheth Boun and Ofeli Garcia (eds.) Handbook of Bilingual & Multilingual Education. Malden, MA and Oxford, UK: Wiley/Blackwell.
Blackledge, A., Creese, A. and Takhi, J.K. (2014) Discourses of aspiration and distinction in the local school economy. In Johann W. Unger, Michal Krzyzanowski, Ruth Wodak (Editors) Multilingual Encounters in Europe's Institutional Spaces London, Routledge. pp. 173 – 194
Blackledge, A. and Creese, A. (2014) Heteroglossia in English Complementary Schools. In Gogolin, J. and J. Duarte (editors) Linguistic super-diversity in urban areas. Amsterdam, John Benjamins. pp. 123 - 142
Blackledge, A. and Creese, A. (2014) Heteroglossia as Practice and Pedagogy. In Blackledge, A. and Creese, A. (eds.) Heteroglossia as Practice and Pedagogy. New York, Springer. Pp. 1 - 20
Blackledge, A., Creese, A. and Takhi, J.K. (2013) Beyond multilingualism: Heteroglossia in practice. In Stephen May (ed.) The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. London/New York, Routledge. pp.191 – 215.
Blackledge, A. and Creese, A. and Takhi, J.K. (2012) 'Language, Superdiversity and Education'. In I. de Saint-Georges and J.-J. Weber (eds.), Multilingualism and Multimodality: Current Challenges for Educational Studies. Sense Publishers.
Blackledge, A. and Creese, A. (2011) ‘Pride, profit and distinction: Negotiations across time and space’inA. Duchêne and M. Heller Language in Late Capitalism: Pride and profit. London, Routledge. pp 116 – 141
Creese, A. (2011) Making local practices globally relevant in researching multilingual education. In Francis M. Hult and Kendall A. King (eds) Educational Linguistics in Practice. Multilingual Matters: Bristol. pp. 41 – 55.
Creese. A. (2011)Bilingual pedagogy: countering monolingual instructional assumptions. In Sue Ellis and Elspeth McCartney, (Eds.)Insight and Impact: Applied Linguistics and the Primary School. Cambridge University Press. pp.186 – 198.
Blackledge, A. and Creese, A. (2010) Opening up flexible spaces: ideology and practice in complementary schools. In Lytra, V. and P. Martin (eds.) Sites of Multilingualism. Stoke-on-Trent, Trentham Books. pp. 3 – 18.
Creese, A. (2010) Educational Linguistics in Multilingual Classrooms. Francis Hult (Ed.) Directions and Prospects in Educational Linguistics: Theoretical and Methodological issues. Springer. pp. 33 – 48
Creese, A. (2010) Two Teacher Classrooms, Personalised Learning and the Inclusion Paradigm in the UK: What’s in it for Learners of EAL? Menken, K. and García O. (Eds). Negotiating Language Policies in Schools: Educators as Policymakers. Lawrence Erlbaum Associates/Taylor & Francis Group/Routledge. pp. 32 – 51.
Creese, A. (2010) Linguistic Ethnography. In Evangelia Litosseliti, (Ed.) Research Methods in Linguistics. London: Continuum. pp. 138 – 154
Creese, A. (2010). Teaching approaches in Two-Teacher Classrooms. In Constant Leung and Angela Creese (eds) English as an Additional Language: Approaches to Teaching Linguistic Minority Students. pp. 58 – 74.
Creese. A. (2009) Bilingual teachers in two contexts of linguistic diversity. In Bjørg-Karin Ringen and Ole Kolbjørn Kjørven (Eds) with Antoinette Gagné (Honoary editor). Teacher Diversity in Diverse Schools – Challenges and Opportunities for Teacher Education. Vallset: Opplandske Bokforlag. pp. 231 – 250.
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