Jenson Deokiesingh is a PhD candidate in the Second Language Education Research Group at the Faculty of Education, University of Cambridge. His work focuses on discrimination experienced by Anglophone Caribbean teachers in the Teaching English to Speakers of Other Languages (TESOL) industry. His research interests include, but not limited to, (anti)racism, (de)coloniality, teacher identities and decolonising methodologies in ELT. He has over eight years of teaching experience in Japan, Macau (China), Trinidad and Tobago and the United Kingdom.
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Julia Jakob is currently pursuing a PhD at the Faculty of Education, University of Cambridge. Her research examines compulsory German language and "integration" courses for people who come to Austria as refugees from a decolonial feminist perspective. She has previously worked as a language teacher in different contexts and has experience as a translator.
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Heidy M. Perez-Cordero is a PhD student-researcher at the Faculty of Education, University of Cambridge, and Murray Edwards College, exploring Language Teacher’s Identity Through Applied Drama. She has been an educator for 16 years in Puerto Rico, US and UK; promoting creative arts, democratic teaching-learning process, dance, movement and applied drama. She is currently the Chair of Cambridge Ethnic Community Forum, and previously was the Chair and the outreach coordinator of Escuelita CIC, a Cambridge heritage Spanish language school specialising in the content and language integrated learning (CLIL) pedagogy. She holds a M.A. in Educational Theatre from NYU, and a B.A. in Secondary Education majoring in Theatre from the University of Puerto Rico.
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Silke Zschomler has recently completed her PhD at the Faculty of Education, University of Cambridge. Her interdisciplinary research focuses on the politics, practice, and lived experience of migrant language education and argues for the need to reimagine this field of policy and practice from the bottom up. Her work highlights the potential to leverage migrant language educational spaces as a catalyst for alternative and dynamic place-based forms of solidarity in the context of increased migration-driven diversity, entrenched forms of social inequalities and unequal power relations.
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Sin-Yi (Cindy) Chang recently completed her PhD from Cambridge. Her PhD thesis examined the changing ways of organising, transmitting, and acquiring knowledge in higher education contexts that are switching to English medium instruction. Currently, her research focuses on language policy & planning, bi/multilingual education, and TESOL teacher development. She is especially interested in adopting a sociology-oriented, critical, and decolonial lens in her work. Sin-Yi's research have been published in System, English Teaching & Learning, the KOTESOL Journal, and Cambridge Education Research Journal. Before her PhD, she was an English language teacher in Taipei, Taiwan.
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Rebecca Dengler is currently researching for her PhD at the University of Education Karlsruhe, Germany. In her case study, she examines intercultural barriers to English language learning that arise from the use of Western or "international" English course books at Savannakhet University in Laos. Her research interest focuses on
Teaching English to Speakers of Other Languages (TESOL), intercultural aspects of language learning and teaching, course book development, and decolonising ELT material. She has previously completed her teacher training to become a primary teacher of English and Science specialising in bilingual teaching and learning. |