Dr Angela Gayton

  • Lecturer (English Language & Linguistics)

Research interests

My current research interests include:

  • language issues within the internationalisation of higher education
  • language learning motivation, specifically in Anglophone contexts
  • issues of identity in the language classroom
  • perceptions of English as a global language
  • teacher education - the theory-practice nexus.

Biography

Prior to taking up the post of Lecturer in Applied Linguistics and Education at the University of Glasgow, I worked at the University of Cambridge as a postdoctoral research associate on an AHRC (Arts and Humanities Research Council) project entitled “Multilingualism: Empowering Individuals, Transforming Societies” (MEITS). Drawing on seven years of postgraduate and postdoctoral classroom-based research experience, I was associated with the Education Strand of MEITS, which explores the relationship between multilingual identities and attainment. The work involved data collection at secondary schools across the south East of England, exploring these themes. In addition, I was heavily involved with MEITS' public engagement and outreach activities.

Before joining the MEITS team, I worked for three years as a Teaching Fellow in the University of Edinburgh's School of Education. I have lectured and supervised MSc students extensively in the areas of second language acquisition, language learning motivation, and second language teaching curriculum development. I have supervised PhD projects in the areas of language learning motivation, foreign language anxiety, and language policy.

Research

In addition to ongoing collaboration with the MEITS team, I am currently a co-investigator on a project entitled “How are International English Language Testing System (IELTS) scores set and used for university admissions selection: A cross-institutional case study” with colleagues at the University of Bedfordshire. 

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2016
Number of items: 13.

2024

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y. (2024) Multilingualism, multilingual identity and academic attainment: evidence from secondary schools in England. Journal of Language, Identity and Education, 23(2), pp. 210-227. (doi: 10.1080/15348458.2021.1986397)

2023

Reilly, C. , Scandurra, R., Rescue, E., Hermannsson, K. and Gayton, A. (2023) Language and employment in Ghana: capturing the multilingual reality. Journal of Multilingual and Multicultural Development, 44(9), pp. 807-826. (doi: 10.1080/01434632.2023.2195853)

2022

Gayton, A. and Fisher, L. (2022) Multilingual identity construction through participative reflective practice in the languages classroom. In: Ayres-Bennett, W. and Fisher, L. (eds.) Multilingualism and Identity. Cambridge University Press, pp. 299-320. ISBN 9781108490207 (doi: 10.1017/9781108780469.015)

Fisher, L., Evans, M., Forbes, K., Gayton, A. , Liu, Y. and Rutgers, D. (2022) Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England. International Journal of Multilingualism, (doi: 10.1080/14790718.2022.2060235) (Early Online Publication)

Mason, M. J. and Gayton, A. M. (2022) Active learning in flipped classroom and tutorials: complementary or redundant? International Journal for the Scholarship of Teaching and Learning, 16(2), 6. (doi: 10.20429/ijsotl.2022.160206)

2021

Forbes, K., Evans, M., Fisher, L., Gayton, A. , Liu, Y. and Rutgers, D. (2021) Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention. Language Learning Journal, 49(4), pp. 433-451. (doi: 10.1080/09571736.2021.1906733)

Lam, D. M.K., Green, A., Murray, N. and Gayton, A. (2021) How are IELTS scores set and used for university admissions selection: A cross-institutional case study. IELTS Research Reports Online Series, No. 3. Documentation. ELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.

2020

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y. (2020) Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism, 17(4), pp. 448-466. (doi: 10.1080/14790718.2018.1524896)

Gayton, A. M. (2020) Exploring the widening participation-internationalisation nexus: Evidence from current theory and practice. Journal of Further and Higher Education, 44(9), pp. 1275-1288. (doi: 10.1080/0309877X.2019.1678014)

2019

Hennebry‐Leung, M., Gayton, A. , Hu, X. A. and Chen, X. (2019) Transitioning from master's studies to the classroom: from theory to practice. TESOL Quarterly, 53(3), pp. 685-711. (doi: 10.1002/tesq.505)

2018

Gayton, A. M. (2018) A context-specific approach to L2 motivation in Anglophone settings: a first step towards theory development. Language Learning Journal, 46(4), pp. 384-397. (doi: 10.1080/09571736.2015.1130081)

Lanvers, U., Hultgren, K. and Gayton, A. M. (2018) ‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics *. Language Learning Journal, 47(1), pp. 88-104. (doi: 10.1080/09571736.2016.1196384)

2016

Gayton, A. M. (2016) Perceptions about the dominance of English as a global language: impact on foreign-language teachers’ professional identity. Journal of Language, Identity and Education, 15(4), pp. 230-244. (doi: 10.1080/15348458.2016.1194209)

This list was generated on Thu Apr 25 15:31:59 2024 BST.
Jump to: Articles | Book Sections | Research Reports or Papers
Number of items: 13.

Articles

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y. (2024) Multilingualism, multilingual identity and academic attainment: evidence from secondary schools in England. Journal of Language, Identity and Education, 23(2), pp. 210-227. (doi: 10.1080/15348458.2021.1986397)

Reilly, C. , Scandurra, R., Rescue, E., Hermannsson, K. and Gayton, A. (2023) Language and employment in Ghana: capturing the multilingual reality. Journal of Multilingual and Multicultural Development, 44(9), pp. 807-826. (doi: 10.1080/01434632.2023.2195853)

Fisher, L., Evans, M., Forbes, K., Gayton, A. , Liu, Y. and Rutgers, D. (2022) Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England. International Journal of Multilingualism, (doi: 10.1080/14790718.2022.2060235) (Early Online Publication)

Mason, M. J. and Gayton, A. M. (2022) Active learning in flipped classroom and tutorials: complementary or redundant? International Journal for the Scholarship of Teaching and Learning, 16(2), 6. (doi: 10.20429/ijsotl.2022.160206)

Forbes, K., Evans, M., Fisher, L., Gayton, A. , Liu, Y. and Rutgers, D. (2021) Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention. Language Learning Journal, 49(4), pp. 433-451. (doi: 10.1080/09571736.2021.1906733)

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y. (2020) Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism, 17(4), pp. 448-466. (doi: 10.1080/14790718.2018.1524896)

Gayton, A. M. (2020) Exploring the widening participation-internationalisation nexus: Evidence from current theory and practice. Journal of Further and Higher Education, 44(9), pp. 1275-1288. (doi: 10.1080/0309877X.2019.1678014)

Hennebry‐Leung, M., Gayton, A. , Hu, X. A. and Chen, X. (2019) Transitioning from master's studies to the classroom: from theory to practice. TESOL Quarterly, 53(3), pp. 685-711. (doi: 10.1002/tesq.505)

Gayton, A. M. (2018) A context-specific approach to L2 motivation in Anglophone settings: a first step towards theory development. Language Learning Journal, 46(4), pp. 384-397. (doi: 10.1080/09571736.2015.1130081)

Lanvers, U., Hultgren, K. and Gayton, A. M. (2018) ‘People can be smarter with two languages’: changing anglophone students' attitudes to language learning through teaching linguistics *. Language Learning Journal, 47(1), pp. 88-104. (doi: 10.1080/09571736.2016.1196384)

Gayton, A. M. (2016) Perceptions about the dominance of English as a global language: impact on foreign-language teachers’ professional identity. Journal of Language, Identity and Education, 15(4), pp. 230-244. (doi: 10.1080/15348458.2016.1194209)

Book Sections

Gayton, A. and Fisher, L. (2022) Multilingual identity construction through participative reflective practice in the languages classroom. In: Ayres-Bennett, W. and Fisher, L. (eds.) Multilingualism and Identity. Cambridge University Press, pp. 299-320. ISBN 9781108490207 (doi: 10.1017/9781108780469.015)

Research Reports or Papers

Lam, D. M.K., Green, A., Murray, N. and Gayton, A. (2021) How are IELTS scores set and used for university admissions selection: A cross-institutional case study. IELTS Research Reports Online Series, No. 3. Documentation. ELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.

This list was generated on Thu Apr 25 15:31:59 2024 BST.

Supervision

I would welcome enquiries about future PhD supervision that relate to my current research interests, listed above.

angela.gayton@glasgow.ac.uk  

  • McNair, Janine
    A study of how collaborative features in online spoken interaction may affect collective learning.

Teaching

I am heavily involved with teaching on the MSc in Applied Linguistics, and am convenor for two courses that sit within that programme:

  • Language and the Global Campus (semester 1)
  • Social and Individual Variables in Language Learning and Teaching (semester 2) 

I contribute to Level 1 English Language and Linguistics tutoring and lecturing as well. 

Additional information

Phone: 0141 330 8041

Room 3.05, 12 University Gardens

Office Hour: 10-11, Tuesdays during term. 


Angela Gayton Porfile Pic