Convenors: Holly Warner, Dr. Clay Becker

When: Every Wednesday, 15:00-16:00 (UK time) during weeks 2-9 of term time

Where: R1.03 (Ramphal Building) and Microsoft Teams

16/01/2025 - 16:00-17:00

A multimodal micro-perspective on leadership​

Dorien Van De Mieroop, KU Leuven, Belgium

Abstract

In this presentation, I aim to show what the fine-grained, integrated analysis of multimodal resources can bring to the table in relation to the study of leadership in organizational contexts from a discursive perspective. For the cases presented here, I use video recordings of authentic Belgian (hybrid) meetings and I draw on multimodal discourse analysis as a method. I scrutinize in particular how proximal and distal deontic claims are made and leadership emerges in these meetings. I specifically select cases in which there is no explicit struggle over leadership, as in these cases especially, it seems that many subtle semiotic resources – such as gaze, gestures, nodding and paralinguistic features – are used to enact deontic stances. This makes these cases particularly interesting as they demonstrate the importance of an integrated, non-logocentric approach to obtain a fuller insight into how meaning – and leadership – is negotiated in day-to-day interactions in organizational contexts.​

Bio

Dorien Van De Mieroop is a Professor of Linguistics at KU Leuven, Belgium. Her main research interests lie in the discursive analysis of identity in institutional interactions and narratives, about which she published more than fifty articles in international peer-reviewed journals and co-authored or co-edited a few books and special issues (e.g. ‘The language of leadership narratives’ (2020, with Jonathan Clifton and Stephanie Schnurr) and ‘Identity struggles’ (2017, with Stephanie Schnurr). She is currently finalizing another co-authored book (with Federica Previtali and Melina De Dijn) that focuses on ageism in job interviews. She is co-editor of the journal Narrative Inquiry and she was recently awarded the Outstanding Researcher Award (in memory of Kitty O. Locker) by the Association for Business Communication (2024).

22/01/2025 - 15:00-16:00

The unconventional path: Agency of EFL teachers without initial teacher education background​

Zheng Chen, University of Warwick

Abstract

Existing research extensively explores challenges faced by novice teachers with initial teacher education (ITE) backgrounds, whereas those without ITE exposure (non-ITE backgrounds) remain less investigated. Utilising the ecological model of teacher agency, this study examines the affordances and constraints encountered by EFL teachers with non-ITE backgrounds during their first year at 12 Chinese state junior high schools. Thematic analysis of interviews with 21 purposively sampled participants reveals that non-ITE backgrounds pose constraints, such as limited pedagogical knowledge, perceived inadequacy by peers with ITE exposure, and professional identity crises. However, significant affordances were also identified, including broad knowledge bases from diverse academic backgrounds and varied internship experiences, high intrinsic motivation, and robust innovation capabilities. Implications for teacher education programmes and school administration are discussed, highlighting the need for tailored support mechanisms to address the unique challenges and leverage the strengths of teachers without ITE backgrounds

Bio

Zheng Chen is a PhD student in the Applied Linguistics & ELT in the Department of Applied Linguistics at the University of Warwick, UK. Her research focused on language teacher education (both pre- and in-service), language teacher agency, and language curriculum development. Her work has been published in Language Learning Journal, Language Policy, and ELTED.

29/01/2025 - 15:00-16:00

Strategies to strengthen European linguistic capital in a globalised world​

Prof. Angela Creese and Prof. Adrian Blackledge, University of Warwick

​Adrian Blackledge is Professor of Applied Linguistics. He conducts ethnographic research in the field of language in society, with a particular focus on linguistic diversity and translanguaging. He is developing creative approaches to the representation of research outcomes. He is author or editor of 14 books about his research. The latest of these is Essays in Linguistic Ethnography: Ethics, Aesthetics, Encounters (2023, Multilingual Matters), with Angela Creese. His current research project is Strategies to strengthen European linguistic capital in a globalised world (MultiLX, 2025-2027). He is a Fellow of the Academy of Social Sciences, and Distinguished Visiting Fellow, Advanced Research Collaborative, City University New York. He was formerly Poet Laureate for the city of Birmingham, U.K.

05/02/2025 - 15:00-16:00

Exploring the language of collective leadership in a professional football team ​

Prof. Stephanie Schnurr, Dr. Kieran File, Molly Gardiner, & Oz Ozinanir University of Warwick

Abstract

While most previous sociolinguistics research on leadership has mainly focused on leaders in white-collar business settings, professional sports contexts have to date been largely overlooked. This paper aims to address this gap by exploring the discursive processes through which leadership is accomplished collectively among the coaches in a professional football team. Drawing on authentic interactional data that were audio- and video-recorded during two live football matches and utilising a modified version of Drath et al.’s (2008) DAC ontology combined with interactional sociolinguistics, we identify and describe some of the complex discursive and multimodal processes through which leadership is performed across a web of multidimensional relations. By capturing leadership dynamics in situ, this paper makes important contributions to leadership research and provides insights into the – from a sociolinguistic perspective – largely overlooked domain of (professional) sports.​

Bio

Stephanie Schnurr is Professor of Sociolinguistics at the University of Warwick. Her main research interests are leadership discourse and professional communication. She has published widely in these areas, including Leadership Discourse at Work (Palgrave 2009), Exploring Professional Communication (Routledge 2013, 2024), Language and Culture at Work (with Olga Zayts, Routledge 2017), The Language of Leadership Narratives (with Jonathan Clifton and Dorien van de Mieroop, Routledge 2020).

Kieran File is a Reader at the University of Warwick. His research explores issues related to language use in high-performance sporting contexts, including rugby, boxing, football, cricket and Formula 1. His current research interests are in the areas of managing professional relationships in sports teams, building empowering team environments, and communicating effectively under pressure during live sporting events. Kieran applies the findings from his research and has helped some of the world’s biggest sporting teams and organisations consider the role and impact of language choices in their high performance sporting contexts.

Molly Gardiner is a Sociolinguist / Professional Communication Analyst based at the Rugby Football Union and the University of Warwick. Her research interests lie in discourse analysis, social inclusion, allyship in interaction, and sport communication. She is currently leading a Knowledge Transfer Partnership at the Rugby Football Union investigating how rugby coaches can effectively shape playing environments for women and girls through language and social interaction practices. She has previously assisted on sports communication research projects within men's football and Formula 1.

Ozde Ozinanir is a PhD student in the Department of Applied Linguistics at the University of Warwick. Her current research interests include language, identity construction, and social justice in sports and media discourse. Oz is currently completing her AHRC-funded PhD thesis on the identity construction in women’s football online news and social media.

12/02/2025 - 15:00-16:00

Translanguaging in TESOL: Questions and controversies​

Dr. Jason Anderson, ​University of Warwick

Abstract

Bio

Jason's background is as a teacher educator, materials writer, consultant and researcher, working in both language teaching and mainstream education for 30 years. He has supported teachers in over 30 countries worldwide, pre-service and in-service, for national ministries of education and organisations including UNICEF, the British Council and Trinity College London, particularly across the Global South (Africa and South Asia primarily). His publications include teacher resource books, teacher education support titles, reports and over 60 research, theory and practical articles. His PhD (2018-2021) and Postdoctoral Research Fellowship (2021-2022) - both sponsored by the ESRC - focused on the topic of teacher expertise in the global South. He has published a book in the Cambridge Education Research series, entitled Teacher Expertise in the Global South: Theory, Research and EvidenceLink opens in a new windo. He is also the founding series editor of the award-winning Delta Publishing 'Ideas in Action' seriesLink opens in a new window, chief editor of the ELTED JournalLink opens in a new window, a member of the editorial boards for Language TeachingLink opens in a new window and Language Teacher Education ResearchLink opens in a new window, as well as a standing member of the Oxford University Press ELT Expert Advisory BoardLink opens in a new window.

19/02/2025 - 15:00-16:00

Same difference? Neurodiversity, culture and communication​

Dr. Duncan Lees​, University of Warwick

Abstract

Neurodiversity and cultural difference are often posited as influences on or even sources of communicative “trouble”, in ways that typically position neurodivergent people and cultural / linguistic minorities in deficit terms. With this in mind, in this talk I will discuss some work-in-progress that attempts to challenge such deficit framings by looking at what the notion of “difference” is used to do in popular and academic discourses on neurodiversity and intercultural communication. Drawing on Critical Neurodiversity Studies I will discuss the implications of the neuronormative assumptions common in a lot of intercultural communication teaching and research, before considering how more interactionally-informed approaches to intercultural communication might offer ways to resist deficit framings of neuro- and cultural diversity in communication. Along the way I also hope to share some reflections on the process of turning work-in-progress concerning such topics into the finished article for academic publication.

Bio

Duncan is an Assistant Professor (Teaching-Focused) in the Department of Applied Linguistics at Warwick. His research and teaching combine insights from drama pedagogy and intercultural language education with an ethnomethodological perspective that makes use of Conversation Analysis (CA) and Membership Categorisation Analysis (MCA). At Warwick, he leads modules including Intercultural Pragmatics, Understanding Culture and Intercultural Coaching and Development, and has been heavily involved in Warwick’s intercultural training programme. He previously spent more than a decade working at Guangdong University of Foreign Studies in China, leading to a particular focus on teaching Shakespeare in intercultural contexts. This has seen him conduct teacher training and public outreach work with various organisations in China, including the British Council, and has directly informed his forthcoming publication, Translating Shakespeare: Access and Mediation (co-edited with Liz Oakley-Brown for Palgrave). He is currently in the early stages of research on the intersections between critical approaches to intercultural communication and neurodiversity.

26/02/2025 - 15:00-16:00

Empowering English Learners Through Translanguaging: Leveraging Drama and Literature in Multilingual Classrooms​

Prof. Steve Mann​, University of Warwick

Abstract

Bio

Steve Mann (Professor of Applied Linguistics) currently works at the Centre for Applied Linguistics at the University of Warwick. He has experience in Hong Kong, Japan and Europe in both English language teaching and teacher development. He has published various books including ‘Innovations in Pre-service Teacher Education’ (British Council) and ‘Reflective Practice in English Language Teaching: Research-Based Principles and Practices’ (Routledge). He is interested in qualitative methodology and has published a book with Palgrave on research interviews. He leads a group of PhD students who are researching aspects of teacher education and development. He has completed several research collaborations with The British Council, including a recent teacher development project in Yunnan. He has been a visiting scholar at both Tongji University and Shanghai International Studies University.

05/03/2025 - 15:00-16:00

Critical AI​

Dr. Nicky Hockly​, University of Warwick

Abstract

The hype and hope surrounding generative AI show no signs of abating. Underpinned by a socio-materialist perspective, and drawing on my (co-authored) work in critical digital literacies, this talk will explore some of the ramifications of generative AI - what we might term the ‘big questions’ – and to consider what they mean for educators, and for our students, in the field of English Language Teaching (ELT). I will explore a range of issues, such as data privacy, emotion AI, and the hidden labour and environmental costs of generative AI, and consider how to raise students’ critical awareness of these issues in the language classroom and beyond. In short, the talk aims to help you and your students become more critical and principled users of AI, and includes examples of classroom activities you could use to support this.

Bio

Dr Nicky Hockly is the Director of Pedagogy of The Consultants-E (TCE), and has worked as a teacher, teacher educator, materials writer, author and consultant in the field of English Language Teaching (ELT) for over 30 years. She specialises in relating digital learning technologies to praxis, and has published widely on the topic, recently completing a PhD by Published Work from the University of Warwick. Her most recent books for teachers include 30 Essentials for Using AI (2024) and 50 Essentials for Using Learning Technologies (2022), both Cambridge University Press, Digital Literacies (second edition, Routledge 2022, co-written with Mark Pegrum and Gavin Dudeney), and Focus on Learning Technologies (Oxford University Press, 2017). She has also written many book chapters and over 50 articles during her career. Her research interests include blended, hybrid and online learning, digital literacies, and, of course, AI.

See the recordings of our previous seminars here (please note: not all seminars are recorded):

See the list of our previous seminars here:

Language Culture Matters Seminar ArchiveLink opens in a new window