Angela Creese is professor of educational linguistics in the School of Education.
Her research and teaching cross references anthropology, linguistics and education. She uses ethnography to investigate ideologies and interactions in educational and other social settings. Her research publications cover urban multilingualism, language ecology, multilingual ethnography, language education and social identities. She teaches research methods, sociolinguistics and educational linguistics.
Angela Creese is associate editor of the US based journal, Anthropology and Education Quarterly. She has published 5 books and numerous journal articles and book chapters. Since 2001 Angela has been awarded 7 substantial research grants, 4 of which are funded by the ESRC. She was awarded the University of Pennsylvania Graduate School of Education Alumni Association Helen C. Bailey Award (2010) for oustanding research in educational linguistics.
She gives frequent keynote talks, nationally and internationally and provides consultancy for government and local government agencies. Angela has contributed to local and national media on issues of bilingualism.
PhD (Educational Linguistics), University of Pennsylvania (distinction)
MSc (TESOL), University of Pennsylvania. (distinction)
RSA Dip (TEFL)
BA (Hons) Drama (University of Leeds)
MEd Bilingualism in Education (by distance): Introduction to Bilingualism, Academic language and learning in the curriculum; Introduction to bilingualism and special needs; Management and Leadership in EAL, Special Studies in Bilingualism
MA Education (TEFL) (campus based): Language Discourse and Society (module tutor). Contribute to CLT module and Second Language Learning.
MA and MEd Dissertations
Doctoral teaching: Research methods
Doctoral Researcher supervision
Angela is interested in supervising doctoral research students in the following areas:
Multilingualism in educational and other social settings
English as an additional language
Language policy and planning in education
Current doctoral researchers
Ildegrada Da Costa Cabral (full time, School of Education funded) - From language policy to classroom practice: a study in two primary schools in Timor-Leste
Danyal Farsani (full time PhD) Making multimodal mathematical meaning in multilingual classrooms
Soyoung Yun (full time PhD) Young Native English Speaking Teachers' (YNESTs') identity transition in Korean schools.
Jing Huang: (full-time PhD, CSC funded) Teachers' language ideologies and identities in teaching Chinese as a heritage language in a multilingual context--a Chinese complementary school in Birmingham.
Oriana Schubert (part time PhD) The linguistic practices of multilingual children aged 3-5.
Louise Wheeler (full time, PhD, School of Education funded) Language ideologies and identities in the teaching and learning of English in a university in Kazakhstan
Visiting Doctoral Researchers
Lídia Gallego Balsà (University of Lleida, Catalonia, Spain)who visited 2012. Her topic was The learning of Catalan by International students in a Spanish University.
Olga Solovova (University of Coimba, Portugal) (2010)
Joke Dewilde (Hedmark University, Norway) Teachers in multilingual classrooms: A case study of teacher collaboration. (2009)
Laura Espelt Hernandez (University of Lleida, Catalonia, Spain) The school as a community of practice for the newcomers’ integration. (2009)
Graduated doctoral researchers
Amanda Simons (PhD) The social positioning of community schools: Towards a theoretical framework. Awarded 2013
Elizabeth Chilton (PhD) The discursive construction of Family Literacy, Language and Numeracy: an exploration of practitioners' narratives-in-interaction. Awarded 2012
Roseanne Khalaf (PhD) Creative Writing: Identity and Change. A Case Study of American Univesity of Beirut Students in Post-War Lebanon. (external: Prof. Brian Street) Awarded 2000
Barbara Major (Ed.D) The shaping of the learner identity of bilingual adults during curriculum study at an English Further Education college. Awarded 2007
Chin-Pin Chen (PhD) Classroom Language, Interaction and Cultures of Learning: An investigation into current English language education in Taiwan during the transition year from elementary to junior high school. Awarded 2008
Fiona Copland (PhD) Discourse practices: process and power in the post-observation feedback event. Awarded 2008
Shin Chieh Hsieh (PhD Integrated Studies. (Im)politeness in email communication: how English and Chinese speakers negotiate meaningand develop intercultural (mis)undersandings. Awarded 2009
Kholode Al-Obaidli (Phd) An exploration of female ESL teachers’ perception about their roles in Qatar’s education for a new era. Awarded, 2009
2011- 2012 RES-451-26-0907. ESRC Research Seminar Series £22,437.
Diverse teachers for diverse learners. Dr. Geraldine Smyth (PI) University of Strathclyde; Dr. Rowena Arshad (CI)); Dr. Ghazala Bhatti (CI); Prof. Angela Creese (CI); Prof. Ian Menter (CI).
ESRC 2010-2013. £99,000.
Researching multilingualism, multilingualism in research practice. (RES-046-25-0004). ESRC Researcher Development Initiative. With Deirdre Martin (PI), Angela Creese, Sheena Gardner, Marilyn Martin-Jones. Co-investigator.
ESRC,£208,000: Angela Creese (Principal applicant).
Investigating multilingualism in complementary schools in four communities (RES-000-23-1180) With Adrian Blackledge, Vally Lytra, Peter Martin and Li Wei. March 2006 - November 2007. Rated outstanding in peer review.
Find out more about this research in this video.
ESRC £34,000,: Co-applicant with Peter Martin (PI)
Complementary schools and the communities in Leicester. University of Leicester and University of Birmingham (R000223949). September 2002 – August 2003 Rated outstanding in peer review
Researching programme impact on teacher practice. 2007.
DfES £135,000: Principal applicant.
Invitation from the DfES to tender for a bid for training for EAL teachers. Ended September 2006.
Universitas 21 (Bham) £4500: staff fellowship to collaborate with colleagues at Universities of Hong Kong and Melbourne.
Cambridge Education at Islington (2011). Partnership Teaching
Manchester Local Authority (2011). Partnership Teaching
University of Cyprus, expert panel member for recruitment (2011)
Workshop, University of Hedmark, Ethnography (2011)
Institute of Education for TDA, EAL National Workforce Strategy Project (2010)
National Centre for Languages, CILT. National Review of Our Languages Project (March, 2009)
AHRC/Humanities in the European Research Area. 2010-2012. €960,000.PI Adrian Blackledge. Investigating discourses of inheritance and identity in four multilingual European settings (09-HERA-JRP-CD-FP-051).With Jan Blommaert, Jens Normann Jorgensen, and Jarmo Lainio. Birmingham case study senior researcher (FEC).
Head of Department ( Language, Discourse and Society) 2008 – 2011
Chair of NALDIC publications 2088 - 2011
Creese A, Blackledge AJ. (2012) Voice and Meaning-Making in Team Ethnography, Anthropology & Education Quarterly, 43, 3. ISSN: 0161-7761.
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.186 - 198.
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.
Blackledge AJ, Creese A. (2011) Pride, profit and distinction: Negotiations across time and space. In Language in Late Capitalism: Pride and profit, 272, Duchêne A, Heller M (Co-Editors), Routledge, London, ISBN: 9780415888592.
Creese A, Blackledge AJ, Barac T, Bhatt A, Hamid S, Wei L, Lytra V, Martin P, Wu CJ, Yagcioglu D. (2011) Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship, Journal of Pragmatics, 43, 5, 1196-1208. ISSN: 0378-2166. DOI: 10.1016/j.pragma.2010.10.006
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. 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
Full publication list for Professor Angela Creese (PDF opens new window)