Angela Creese
Biographic Data
| ID | 77904 |
|---|---|
| NAME | Angela Creese |
| GIVEN NAMES | Angela |
| FAMILY NAME | Creese |
| SIGNATURE | CREESE A |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0002-6943-0039 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 284 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
Multilingual Identities and Multilingual Education
Identity is a topic of considerable interest in the field of applied linguistics.
The Potential of Poetry in Sociolinguistics
Research in the field of sociolinguistics has taken a relational and artistic turn, as scholars have developed creative means of showing research findings. Drawing on relational ethics, we explore the capacity of art to reach beyond the indexical. Both in research practice and in the representation of research outcomes, the arts offer imaginative domains which are rich seams of potential. We suggest sociolinguistic ethnographic poetry is equipped…
Developments in linguistic ethnography: A commentary
This paper offers a commentary on the eight articles published in the special issue. It brings unity to a discussion of the individual papers through the philosophical lens of relational ethics and the work of Emmanuel Levinas. It explores what linguistic ethnography gains from an orientation which backgrounds discourse in favour of relationality and proximity.
Translanguaging in performance: An ethnographic drama approach
Translanguaging involves communication through available semiotic resources, including embodied action. In this paper, we report research in which we observed communication in a volleyball team. We also show how we found conventional academic writing to have limited scope in the representation of embodied communicative practice and came to ethnographic drama as a viable alternative. In the theatre, the enaction of everyday communication is laid o…
The humanism of the other in sociolinguistic ethnography
This article describes the social and ethical responsibility researchers experience in undertaking ethnographic research under conditions of neoliberalism. It acknowledges the hierarchical nature of working in large ethnographic teams in which a mixture of employment contracts and statuses exist. Drawing on relational ethics (Levinas 2003. Humanism of the Other . Champaign: University of Illinois Press.), and its attention to the humanizing poten…
Introduction: Applied linguistics, ethics and aesthetics of encountering the Other
This article explains the rationale for proposing an applied linguistics of ethical encounters. It does so by extending the current reach beyond the critical and ideological commentary of unjust linguistic practices and considers how applied linguistics research might play an active role in both theorising and enabling ethical encounters. By ethical encounters we mean those that enact the political vision of an inclusive and just society in face-…
The potential of ethnographic drama in the representation, interpretation, and democratization of sociolinguistic research
In this paper, we discuss the affordances of an approach to the representation, interpretation, and democratization of sociolinguistic research, which utilizes the tools and methods of the theatre. Taking as an example a team ethnographic research project conducted across four cities in the UK, we discuss the process of creating drama from material observed as social practice. Drawing on observations in a welfare advice centre in a Chinese commun…
Interpretations – An Ethnographic Drama
Recontextualisation and advocacy in the translation zone
This paper reports an element of a team linguistic ethnography which investigated the ways people communicate with each other in the changing, dynamic environments of superdiverse cities in the UK. The particular example examined here is that of a ‘translation zone’ between an advice worker and her Chinese clients in a community centre with a remit to support Chinese people in the city. In the interaction the advice worker, herself a migrant from…
Stereotypes and chronotopes: The peasant and the cosmopolitan in narratives about migration
Stereotypes are chronotopic (Bakhtin, 1994) in the sense that they make good use of character types in time and space to utter identifiable speech forms and make evident other semiotic displays. This paper argues for sociolinguistics to expand its interpretation of the chronotope to encompass the relationship between "character" and "author" in identity texts. It suggests that conflating author and character in identity scholarship, as is the cas…
The Routledge Handbook of Language and Superdiversity: An Interdisciplinary Perspective
Since the 'superdiversity' concept was introduced in the early 2000s (Vertovec 2005), it has been taken up by many different fields, including law, economics, social work, urban planning, linguistics and education (e.g., Valentine 2013). Within the fields of sociolinguistics generally, and multilingual education and language policy in particular, superdiversity has gained traction and coincided with the growing emphasis on understanding how multi…
Translanguaging and translation: The construction of social difference across city spaces
This paper considers the construction of social difference in the interactions of a couple as they communicate at home and work, with one another, their colleagues, and strangers in a superdiverse English city. In our linguistic ethnographic approach we observed, wrote field notes, audio-recorded key participants, took photographs, made video-recordings, and conducted interviews. We documented the role translanguaging and translation played and s…
Routledge Handbook of Language and Superdiversity
Interaction ritual and the body in a city meat market
Service encounters are often fleeting interactions between strangers, which are beset with trip wires and obstacles. The potential for instability in such encounters is often countered by ritual interaction – small ceremonies in which civility is freely given, and transgression is accounted for and forgiven. Service encounters are not conducted through speech alone, but through embodied communication, in which interactants do not only speak, but …
Translanguaging in mobility
This chapter provides an overview of key concepts in relation to language, migration, and mobility. It reviews concepts and terms in relation to the mobility of communicative practices. Recently, a number of terms have emerged, as scholars have sought to describe and analyze linguistic practices in which meaning is made using signs flexibly. The chapter develops an understanding of translanguaging which views mobility in relation to trajectories …
Translanguaging and the body
This article reports communicative interactions with a focus on the body as a dimension of the semiotic repertoire. The research context is a four-year, multi-site linguistic ethnography which investigates how people communicate in superdiverse cities in the UK. In the setting of a butcher’s stall in a city market we consider three interactions at a particular market stall between butchers and their customers. In the first, gesture is deployed as…
The 'other woman' in a mother and daughter relationship: The case of Mami Ji
This article describes the range of discursive strategies in the socializing messages of a mother and daughter interaction. The analysis draws on the work of Bakhtin (1981) and Tannen (2007) to interrogate the role of a physically absent but discursively present sister-in-law, 'Mami Ji', across three speech events. Following Tannen, we show how the characterisation of the sister-in-law, Mami Ji, has chronotopic value that connects mother and daug…
The structure of everyday narrative in a city market: An ethnopoetics approach
This paper considers the value of Hymesian ethnopoetics as a means of analysing everyday narrative in conditions of mobility and change. The paper offers an account of the development of ethnopoetics as a means to make visible and valorize narrative in the Native American oral tradition, and as a method of revealing culturally specific relations of form and meaning. Hymes' ethnopoetic approach viewed narrative structure as a reflection of a cultu…
Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools
We consider discursive shadowing as methodology in linguistic ethnography and how it refines our analyses of participants' situated practices. In addition to the constant and extended company the researcher and key participant keep with one another in the field, shadowing in a linguistic ethnographic approach includes the ubiquitous audio-recording of interactions, which provides opportunities to collect interactional data as they circulate acros…
Linguistic Ethnography: Collecting, Analysing and Presenting Data
This is an engaging interdisciplinary guide to the unique role of language within ethnography The book provides a philosophical overview of the field alongside practical support for designing and developing your own ethnographic research. It demonstrates how to build and develop arguments and engages with practical issues such as ethics, transcription and impact. There are chapter long case studies based on real research that will explain key the…
Conceptualizing multilingualism under globalization: Membership claims, social categories and emblems of authenticity
The seminar took place on 11 and 12 June 2013 at the MOSAIC Centre for Research on Multilingualism, University of Birmingham, Edgbaston, Birmingham
Heteroglossia as Practice and Pedagogy
Voice, register and social position
In this article the notion of “community” is examined through a lens which focuses on the way people interact and communicate in and around a Panjabi complementary school. Analysis of linguistic ethnographic data contributes to understandings of how identities are produced and reproduced, and how belonging becomes naturalised. The analysis offers a means to develop a nuanced understanding of the complexity, unpredictability and mobility of late m…
The Routledge handbook of multilingualism
A Note from the Editors
Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship
Multicultural, Heritage and Learner Identities in Complementary Schools
In this paper we look at three identity positions salient in research of young people studying in complementary schools in Leicester, a large linguistically and ethnically diverse city in the East Midlands, England. Our discussion of identity focuses on three identity positions: multicultural, heritage and learner. The first two of these are linked to discussions on ethnicity as a social category. We explore the fluidity and stability of ethnicit…
Translanguaging and the body
This article reports communicative interactions with a focus on the body as a dimension of the semiotic repertoire. The research context is a four-year, multi-site linguistic ethnography which investigates how people communicate in superdiverse cities in the UK. In the setting of a butcher’s stall in a city market we consider three interactions at a particular market stall between butchers and their customers. In the first, gesture is deployed as…
Fieldnotes in team ethnography: Researching Complementary Schools
Ethnography has typically been seen as a singular research journey in which the lone researcher engages in the study of a community. However, increasingly within the social sciences, ethnographic research takes place in teams. This article explores the processes of using fieldnotes to develop team ethnography in a study of Gujarati complementary schools in a diverse English city. Complementary schools are also known as supplementary, heritage and…
Building on Young People's Linguistic and Cultural Continuity: Complementary Schools in the United Kingdom
This article describes the educational and linguistic contributions of complementary schools (also known as supplementary and heritage language education) to their communities and the wider society. It shows the importance of these schools in providing a bilingual space where teachers and young people are able to use their linguistic resources to question rigid boundaries around language, culture, and heritage
Meaning-Making as Dialogic Process: Official and Carnival Lives in the Language Classroom
This article adopts a Bakhtinian analysis to understand the complexities of discourse in language-learning classrooms. Drawing on empirical data from two of four linked case studies in a larger, ESRC-funded project, we argue that students learning in complementary (also known as community language, supplementary, or heritage language) schools create “second lives” in the classroom. They do this through the use of carnivalesque language, introduci…
Because tumi Bangali: Inventing and disinventing the national in multilingual communities in the UK
In this article, we present an analysis of some of the voices we heard as we conducted linguistic ethnographic research in eight complementary (also known as ‘community language’, ‘supplementary’, ‘heritage language’) schools in four British cities. These were the voices of people engaged in teaching and learning languages, including Bengali, Cantonese, Gujarati, Mandarin and Turkish. The content of the language classes frequently reflected the s…
Stereotypes and chronotopes: The peasant and the cosmopolitan in narratives about migration
Stereotypes are chronotopic (Bakhtin, 1994) in the sense that they make good use of character types in time and space to utter identifiable speech forms and make evident other semiotic displays. This paper argues for sociolinguistics to expand its interpretation of the chronotope to encompass the relationship between "character" and "author" in identity texts. It suggests that conflating author and character in identity scholarship, as is the cas…
The structure of everyday narrative in a city market: An ethnopoetics approach
This paper considers the value of Hymesian ethnopoetics as a means of analysing everyday narrative in conditions of mobility and change. The paper offers an account of the development of ethnopoetics as a means to make visible and valorize narrative in the Native American oral tradition, and as a method of revealing culturally specific relations of form and meaning. Hymes' ethnopoetic approach viewed narrative structure as a reflection of a cultu…
Voice and Meaning-Making in Team Ethnography
Drawing on research on complementary schools in the United Kingdom, this presentation considers some of the issues in the research method used in studying this after-school community site. Processes of analysis employed by the ethnography team are disclosed so as to illuminate the dynamics of theory building in a large research team.[reflexive language, team ethnography, voice, representation
The Discursive Construction of Power in Teacher Partnerships: Language and Subject Specialists in Mainstream Schools
This article shows how language and subject teachers in London secondary schools are positioned differently through their discursive performance of pedagogies and knowledge and how members of classroom communities view language and subject teachers as unequal. The data analysis drew on ethnography of communication (Hymes, 1972) and semiotic functional approaches (Jakobson, 1971, 1981) to explain the observations, interviews, class transcripts, an…
Interaction ritual and the body in a city meat market
Service encounters are often fleeting interactions between strangers, which are beset with trip wires and obstacles. The potential for instability in such encounters is often countered by ritual interaction – small ceremonies in which civility is freely given, and transgression is accounted for and forgiven. Service encounters are not conducted through speech alone, but through embodied communication, in which interactants do not only speak, but …
Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools
We consider discursive shadowing as methodology in linguistic ethnography and how it refines our analyses of participants' situated practices. In addition to the constant and extended company the researcher and key participant keep with one another in the field, shadowing in a linguistic ethnographic approach includes the ubiquitous audio-recording of interactions, which provides opportunities to collect interactional data as they circulate acros…
Content-Focused Classrooms and Learning English: How Teachers Collaborate
This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously study the national curriculum and learn English. The article argues that although teachers in the part…
The potential of ethnographic drama in the representation, interpretation, and democratization of sociolinguistic research
In this paper, we discuss the affordances of an approach to the representation, interpretation, and democratization of sociolinguistic research, which utilizes the tools and methods of the theatre. Taking as an example a team ethnographic research project conducted across four cities in the UK, we discuss the process of creating drama from material observed as social practice. Drawing on observations in a welfare advice centre in a Chinese commun…
The 'other woman' in a mother and daughter relationship: The case of Mami Ji
This article describes the range of discursive strategies in the socializing messages of a mother and daughter interaction. The analysis draws on the work of Bakhtin (1981) and Tannen (2007) to interrogate the role of a physically absent but discursively present sister-in-law, 'Mami Ji', across three speech events. Following Tannen, we show how the characterisation of the sister-in-law, Mami Ji, has chronotopic value that connects mother and daug…
Voice, register and social position
In this article the notion of “community” is examined through a lens which focuses on the way people interact and communicate in and around a Panjabi complementary school. Analysis of linguistic ethnographic data contributes to understandings of how identities are produced and reproduced, and how belonging becomes naturalised. The analysis offers a means to develop a nuanced understanding of the complexity, unpredictability and mobility of late m…
Translanguaging in performance: An ethnographic drama approach
Translanguaging involves communication through available semiotic resources, including embodied action. In this paper, we report research in which we observed communication in a volleyball team. We also show how we found conventional academic writing to have limited scope in the representation of embodied communicative practice and came to ethnographic drama as a viable alternative. In the theatre, the enaction of everyday communication is laid o…
Evaluating Teacher Support Teams in secondary schools: Supporting teachers for SEN and other needs
Teacher Support Teams (TSTs) are a way of supporting individual teachers who request support over a teaching concern relating broadly to special educational needs. This paper reports on the development of these teams and the evaluation of their workings and impact in four secondary schools. The training and setting up process were monitored over four terms and the impact assessed at the end of this period using a case study evaluation strategy. T…
The Role of the Language Specialist in Disciplinary Teaching: In Search of a Subject
The data for this paper come from multilingual and multicultural mainstream English secondary school classrooms in which two kinds of teachers, language specialists and subject specialists, work together with students on various educational processes. The foci in this paper are the roles, relationships and talk of the two kinds of teachers in this secondary school context. An analysis is undertaken of how the teachers are differently constructed …
The Discursive Construction of Power in Teacher Partnerships: Language and Subject Specialists in Mainstream Schools
This article shows how language and subject teachers in London secondary schools are positioned differently through their discursive performance of pedagogies and knowledge and how members of classroom communities view language and subject teachers as unequal. The data analysis drew on ethnography of communication (Hymes, 1972) and semiotic functional approaches (Jakobson, 1971, 1981) to explain the observations, interviews, class transcripts, an…
Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies
Multilingual classroom ecologies - inter-relationships, interactions and ideologies, Angela Creese (University of Birmingham) and Peter Martin (University of Leicester) legal discourse and decisions, teacher policymaking and the multilingual classroom - constraining and supporting Khmer/English biliteracy in the United States, Ellen Skilton-Sylvester (Temple University College of Education) interactions and inter-relationships around text - pract…
Language, Ethnicity and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses
(2003). Language, Ethnicity and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses. International Journal of Bilingual Education and Bilingualism: Vol. 6, No. 3-4, pp. 221-236
Bilingual Teachers in Mainstream Secondary School Classrooms: Using Turkish for Curriculum Learning
In England an inclusive language and educational policy is implemented which intends to give bilingual/EAL (English as an additional language) students access to a national curriculum studied by all students. Bilingual/EAL children are placed in English mainstream secondary school classrooms where their language and learning needs are to be met by a working partnership between the subject teacher and EAL teacher. The bulk of the language support …
Supporting Talk? Partnership Teachers in Classroom Interaction
The literature on classroom discourse has too long constructed the classroom as a place of one teacher and many pupils. This paper challenges this view by investigating classroom discourse in two-teacher classrooms. Specifically, it presents a case study of an English as an additional language teacher and geography teacher working together in the geography classroom from a year-long ethnography. It draws on interview data and classroom transcript…
Multicultural, Heritage and Learner Identities in Complementary Schools
In this paper we look at three identity positions salient in research of young people studying in complementary schools in Leicester, a large linguistically and ethnically diverse city in the East Midlands, England. Our discussion of identity focuses on three identity positions: multicultural, heritage and learner. The first two of these are linked to discussions on ethnicity as a social category. We explore the fluidity and stability of ethnicit…
Contesting 'Language' as 'Heritage': Negotiation of Identities in Late Modernity
In this paper we question key terms which appear frequently in discussions of language teaching and learning: ‘language’ and ‘heritage’. The paper draws on empirical data from one of four linked case studies in a larger project funded by the UK Economic and Social Research Council (ESRC), ‘Investigating Multilingualism in Complementary Schools in Four Communities’ (RES-000-23-1180). In our analysis we argue that the relationships between ‘languag…
Ecology of language
Fieldnotes in team ethnography: Researching Complementary Schools
Ethnography has typically been seen as a singular research journey in which the lone researcher engages in the study of a community. However, increasingly within the social sciences, ethnographic research takes place in teams. This article explores the processes of using fieldnotes to develop team ethnography in a study of Gujarati complementary schools in a diverse English city. Complementary schools are also known as supplementary, heritage and…
Meaning-Making as Dialogic Process: Official and Carnival Lives in the Language Classroom
This article adopts a Bakhtinian analysis to understand the complexities of discourse in language-learning classrooms. Drawing on empirical data from two of four linked case studies in a larger, ESRC-funded project, we argue that students learning in complementary (also known as community language, supplementary, or heritage language) schools create “second lives” in the classroom. They do this through the use of carnivalesque language, introduci…
Because tumi Bangali: Inventing and disinventing the national in multilingual communities in the UK
In this article, we present an analysis of some of the voices we heard as we conducted linguistic ethnographic research in eight complementary (also known as ‘community language’, ‘supplementary’, ‘heritage language’) schools in four British cities. These were the voices of people engaged in teaching and learning languages, including Bengali, Cantonese, Gujarati, Mandarin and Turkish. The content of the language classes frequently reflected the s…
Building on Young People's Linguistic and Cultural Continuity: Complementary Schools in the United Kingdom
This article describes the educational and linguistic contributions of complementary schools (also known as supplementary and heritage language education) to their communities and the wider society. It shows the importance of these schools in providing a bilingual space where teachers and young people are able to use their linguistic resources to question rigid boundaries around language, culture, and heritage
Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?
This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bil…
Content-Focused Classrooms and Learning English: How Teachers Collaborate
This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously study the national curriculum and learn English. The article argues that although teachers in the part…
Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship
The Routledge handbook of multilingualism
A Note from the Editors
Voice and Meaning-Making in Team Ethnography
Drawing on research on complementary schools in the United Kingdom, this presentation considers some of the issues in the research method used in studying this after-school community site. Processes of analysis employed by the ethnography team are disclosed so as to illuminate the dynamics of theory building in a large research team.[reflexive language, team ethnography, voice, representation
Heteroglossia as Practice and Pedagogy
Voice, register and social position
In this article the notion of “community” is examined through a lens which focuses on the way people interact and communicate in and around a Panjabi complementary school. Analysis of linguistic ethnographic data contributes to understandings of how identities are produced and reproduced, and how belonging becomes naturalised. The analysis offers a means to develop a nuanced understanding of the complexity, unpredictability and mobility of late m…
Linguistic Ethnography: Collecting, Analysing and Presenting Data
This is an engaging interdisciplinary guide to the unique role of language within ethnography The book provides a philosophical overview of the field alongside practical support for designing and developing your own ethnographic research. It demonstrates how to build and develop arguments and engages with practical issues such as ethics, transcription and impact. There are chapter long case studies based on real research that will explain key the…
Conceptualizing multilingualism under globalization: Membership claims, social categories and emblems of authenticity
The seminar took place on 11 and 12 June 2013 at the MOSAIC Centre for Research on Multilingualism, University of Birmingham, Edgbaston, Birmingham
The structure of everyday narrative in a city market: An ethnopoetics approach
This paper considers the value of Hymesian ethnopoetics as a means of analysing everyday narrative in conditions of mobility and change. The paper offers an account of the development of ethnopoetics as a means to make visible and valorize narrative in the Native American oral tradition, and as a method of revealing culturally specific relations of form and meaning. Hymes' ethnopoetic approach viewed narrative structure as a reflection of a cultu…
Sociology (36 works) · Multilingual Education and Policy (34 works) · Linguistics (32 works) · Pedagogy (23 works) · Political science (19 works) · Computer Science (17 works) · Philosophy (17 works) · Anthropology (16 works) · Ethnography (16 works) · Psychology (14 works)