UNESCO Chair on Refugee Integration through Education, Language and Arts

Creative Arts and Translating Cultures

The consultant partner, Pan African Arts Scotland (PAAS), will collaborate with Alison Phipps, RA Katja Frimberger, the RMTC Hub and case study investigators in all phases of the project to translate the case study data, participant/researcher narratives and life histories from the medium of academic understanding and representation into that of multilingual performance and creative arts. The CATC ‘hub’ will produce creative synthesis and a constant dynamic of translation between languages, place and media throughout the project.

This will be achieved by:

1) Translation of research data, concepts and findings from academic form into live performance, through the creation of a playtext by the project playwright, Tawona Sithole, based on data from all the project components, which will be rehearsed, produced and performed in Scotland, Ghana, and other countries in which research will be conducted;
2) Community drama and rehearsals in each of the case study sites where forum theatre workshops will allow for the exposure of otherwise silent dynamics of language, power, narrative and pain relevant to participants in each context and the RMTC ‘hub’;
3) Capacity building and training across the project and its different contexts in using performance to represent specific translation and interpretation processes and practices (and issues such as silence and ‘the untranslatable’) through other media.

The selection of Ghana as the second main site for the performance of the playtext (the first being Scotland) is not arbitrary. It is a country enjoying relative stability and development today, but also one engaged in ongoing recovery from the historical trauma associated with the slave trade. Performance of the playtext there will extend the project by facilitating a movement from contexts often marked by trauma (the case studies) to one where recovery is underway, and bringing the research findings, experiences and narratives to a country (not represented elsewhere in the project) with a strong performing tradition. The work of the CATC ‘hub’ will contribute not only to the integration of the project data, but also to the identification of new research questions (about translation, interpretation and representation) emerging out of the findings, and thus to the long-term sustainability and legacy of the project as a whole.

As part of the process of working towards the final CATC Hub performance (Summer 2016), being created and written by our poet / playwright Tawona Sitholé, the Hub will be working with Ignite Youth Theatre in a script development week, during February 2016. Tawona is also a former Board member of Ignite, and currently working as a Cultural Advisor for the Youth Company and very excited to be working with a company that is more than just theatre, but integration and a platform to discover inner creativity.

Please watch this short film about Ignite Youth Theater made by the BBC. 

The core CATC researchers are RA Katja Frimberger, Gameli Tordzro (PAAS & PhD student at Glasgow), Tawona Sithole (Playwright, Seeds of Thought) and Cecilia Tordzro (PAAS).

Researching multilingually at the borders of language, the body, law and the state requires rigorous methodologies that are sensitive to the multiple languages and forms of translation at play in these contexts. The members of the RMTC ‘hub’ will lead the development of integrated conceptual and methodological approaches, tools, and methods for researching translation processes and practices at borders where bodies are often at risk, in pain and/or in transition. Together with the CATC ‘hub’ they will work with all researchers in the team, both in the field and remotely, at strategic stages and milestones throughout the project, to collate, consolidate and improve research practices in contexts where more than one language is used. The continuous process of dialogue, synthesis, and reflection among all team members, which the RMTC hub will facilitate, will provide the stimulus and conduit for recording, sharing and synthesising researching multilingually practices, both within the multilingual and inter-/multi-disciplinary network of researchers and more widely (e.g. with research participants and within organisations/agencies).

The core RMTC researchers are Co-Investigators Prue Holmes, Richard Fay and Jane Andrews, RA Mariam Attia, RA Susan Dawson and two PhD students at Durham University (Judith Reynolds and Melissa Chaplin).

Summary

What happens when sexual and gender-based trauma crosses borders of geography, language, beliefs and practices? How do these various borders impact on the relevance and validity of psychosocial interventions aimed at reducing distress? This case study will document, analyse and compare the complex translation processes associated with understanding and supporting the needs of victims of sexual and gender-based trauma in Scotland and Uganda.

In more detail

What happens when emotional distress crosses borders of geography, language, beliefs and practices? How do these various borders impact on the relevance and validity of psychosocial interventions aimed at reducing this distress?  This case study will document, analyse and compare the complex translation processes associated with understanding and supporting the mental health needs of people living in Scotland and Uganda.

On the one hand, the research will study the mediating role of processes of translation and interpretation in the provision of support to migrant unaccompanied minors completing the ESOL 16+ programme at the Anniesland campus of Glasgow and Clyde College.  This aspect of the case study will focus on taboo topics that have been silenced through trauma or are untranslatable.  Innovative ways of ensuring safe disclosure and effective translation will be examined, and creative arts will be used as both restorative research methods and trauma-informed educational tools. This will facilitate multimodal forms of expression beyond direct narration including artistic expression, drama, devising, and music.

On the other hand, the research will conduct preliminary work that will assist with the development of psychosocial interventions for emotional distress in Uganda (a country in Central Africa).  Research recruiting former child soldiers in Uganda has demonstrated high levels of psychopathology (including PTSD) associated with complex trauma (Klasen et al., 2013).  As a group, women living in Uganda have also been victims of complex trauma.  For example, Liebling et al. (2011) have highlighted the pronounced physical and psychological impact that sexual violence and torture has had on women living in Northern Uganda.  In this context, there is widespread recognition of the need to make psychosocial interventions more widely available in Uganda to support groups who have been traumatised in the country.  Kigozi et al. (2010) has highlighted the limited infrastructure and resources for mental health system in Uganda.  To address, the lack of available resource, Caritas (an international NGO) has been engaged in a programme of activity aimed at providing support for rural communities in the Lira district of Uganda.

These initiatives would benefit greatly from research exploring how people living in the Lira region experience and express emotional distress.  Specifically there is a need to tailor psychosocial interventions to incorporate Lango language terms that are used by people in the Lira district to express emotional distress.  To address this area of need, qualitative research methods will be used to explore two priority topics:

1) The problems that adults in the community face from their perspective, and
2) The key function/tasks that adults living in this region are required to undertake.

The research procedures that will be used to elicit this information will include:

A) Free listing interviews
B) Key informant interviews
C) Focus Group Discussions.

The research team will work with local Lango speaking research assistants who will interview members of the Lira District community in Lango.  The research will apply Scarry’s (1985) work on language disintegration under pressure of physical pain, and of advocacy as a form of translation practice.  Its two parts will be conducted by a team composed of Ross White (Clinical Psychologist), Katja Frimberger and Alison Phipps, with Lyn Ma.

Summary

What happens when language is replaced by silence in legal processes such as refugee status determination procedures? What forms of silence exist, how are they translated and interpreted, and what implications do they have for decision making in asylum cases? How do interpreters, legal practitioners, decision makers – and researchers – address the issue of silence (and ‘the untranslatable’) in this field, where claims to a form of international protection on the part of extremely vulnerable people are often at stake?  This case study aims to conduct in-depth research on how the other side of language – silence – is (and is not) translated, interpreted and evaluated by a range of actors involved in refugee status determination procedures in the UK and The Netherlands.

In more detail

What happens when language is replaced by silence in legal processes such as refugee status determination procedures? What forms of silence exist, how are they translated and interpreted, and what implications do they have for decision making in asylum cases? How do interpreters, legal practitioners, decision makers – and researchers – address the issue of silence (and ‘the untranslatable’) in this field, where claims to a form of international protection on the part of extremely vulnerable people are often at stake? Applicants are usually required to provide a written and/or oral narrative describing their fears of persecution on grounds consistent with the terms of the 1951 UN Convention Relating to the Status of Refugees. Decision-making frameworks tend to treat an applicant’s silence negatively, as a sign of prevarication or an attempt at concealment or deception. However, recent research has drawn attention to the way in which women’s and children’s claims, in particular, can be ‘silenced’ by forms of institutional power and by the inadequate provision or poor quality of interpreters at asylum interviews or appeals hearings.

Building on this work, the case study aims to conduct in-depth research on how the other side of language – silence – is (and is not) translated, interpreted and evaluated by a range of actors involved in refugee status determination procedures in the UK and The Netherlands. The asylum systems in both countries include ‘accelerated’ procedures for applicants in detention that are intended to promote the speedy processing of claims. These procedures arguably intensify pressure on the applicant not to remain silent, but instead to speak and to do so often within a very short period of time. The case study will examine the translation, interpretation and evaluation of silence in British and Dutch refugee status determination procedures through a combination of the following methods:

1. Desk-based research of legal measures and administrative procedures relating to silence (including deemed withdrawal, non-compliance, in-detention and accelerated procedures);
2. Semi-structured interviews with a range of actors and stakeholders in the two countries; and
3. Observation of asylum interviews and appeal hearing.

Guide to Supporting Detainees in Immigration Bail Hearings in Scotland

The research will be conducted by Sarah Craig and Karin Zwaan.

Summary

What kinds of translation and interpretation processes take place at state (and external EU) borders, in reception centres for asylum applicants and other migrants, in official asylum interviews, and in meetings between migrants and legal/NGO representatives in Bulgaria and Romania? Who works as translators and interpreters in these different settings, what are their roles, and how are they recruited and trained? How do these processes and practices promote and/or restrict effective intercultural communication and the exercise of rights to international protection in both countries?

In more detail

What kinds of translation and interpretation processes take place at state (and external EU) borders, in reception centres for asylum applicants and other migrants, in official asylum interviews, and in meetings between migrants and legal/NGO representatives in Bulgaria and Romania? Who works as translators and interpreters in these different settings, what are their roles, and how are they recruited and trained? How do these processes and practices promote and/or restrict effective intercultural communication and the exercise of rights to international protection in both countries?

This case study has two principal objectives:

1. To compare multilingual working practices and processes of translation and interpretation at state (and external EU) borders and in refugee status determination procedures in Bulgaria and Romania;
2. To analyse the wider structural contexts in both countries (including national legislation, EU directives, recent EU projects, and the relationship between international organisations such as the UNHCR, national NGOs and the state), with regard in particular to the recruitment, payment and training of interpreters to work in asylum cases and at state (and external EU) borders.

The research will involve a combination of the following methods:

1. Observation. Central to the research will be observational studies of the activities of selected state agencies, NGOs, legal representatives and interpreters, mainly through working as an intern and/or shadowing key staff members.
2. Semi-Structured Interviews. Key staff will be interviewed about their multilingual working practices and training, and the processes of interpretation and translation in which they are involved. If possible, asylum applicants themselves will also be interviewed.
3. Analysis of Documentary Data. Case law, codes of practice for border guards, asylum case-workers and interpreters, and other relevant documents will be analysed in both countries.

The research will be conducted by Robert Gibb (Bulgaria) and Julien Danero Iglesias (Romania).

Summary

What can an ecological perspective on language and translating tell us about the body politic of an arid, rural, border area between ‘developed’ and ‘developing’ countries? What emergent multilingual landscapes can be documented in such a region, from a language-ecological framework and the subjectivities of the individuals who live and speak within them? Borderland regions are often conceived as bicultural only, organised according to two politicized, neighbouring languages that are reproduced as distinct in the national imagination. The language ecologies of Southern Arizona, located on the US/Mexico border, challenge this model of bidirectional exchange. In the twenty-first century, the largely rural, formerly Mexican, and formerly Native lands of Southern Arizona thrive in and through an emergent constellation of languages beyond the presumed English/Spanish divide.

In more detail

What can an ecological perspective on language and translating tell us about the body politic of an arid, rural, border area between ‘developed’ and ‘developing’ countries? What emergent multilingual landscapes can be documented in such a region, from a language-ecological framework and the subjectivities of the individuals who live and speak within them? Borderland regions are often conceived as bicultural only, organised according to two politicized, neighbouring languages that are reproduced as distinct in the national imagination. The language ecologies of Southern Arizona, located on the US/Mexico border, challenge this model of bidirectional exchange. In the twenty-first century, the largely rural, formerly Mexican, and formerly Native lands of Southern Arizona thrive in and through an emergent constellation of languages beyond the presumed English/Spanish divide.

Native Southwestern, Caribbean, Latin American, European, African, Middle Eastern, and Asian languages and dialects produce axes in the traffic in meaning that are often associated with world capitals. Furthermore, new local multiethnolects among these languages are emerging in the encounters between speakers and the languages that they have brought, borrowed, and been born into. The organising principles of embodiment on the border are therefore now increasingly unmoored from the bicultural, diplomatic understandings of previous eras.

This case study, based at the University of Arizona (some fifty miles from the US/Mexico border), has two principal objectives:

1) To conduct empirical research on the contours of multilingual public life in the contested border area of Tucson and Southern Arizona, through ethnographic research with multilingual arts and cultural organisations, NGOs and public-sector organisations; and
2) To analyse the microinteractions documented in relation to the broader, ecological context, by drawing on a composite approach informed by translation theory and anthropologies of citizenship and migration and sociocultural approaches to language and literacy.

The research will involve a combination of the following methods: interviews, observations and focus groups. It will be conducted by David Gramling and Chantelle Warner through the ‘Language Mediation, Interpreting, and Translation (LMIT) Initiative’, University of Arizona.

Summary

What are the methods that can enable international learners to learn Arabic as a foreign language? What capabilities are required for such modes of language learning and how are they nurtured? What can we learn theoretically about translation practices through studying the provision of intercultural language education and the learning of Arabic as a foreign language in a context of occupation? This case study will provide the first data examining what happens to the development and translation of research methodologies and language pedagogies when delivered online from a context of siege.

In more detail

What are the methods that can enable international learners to learn Arabic as a foreign language? What capabilities are required for such modes of language learning and how are they nurtured? What can we learn theoretically about translation practices through studying the provision of intercultural language education and the learning of Arabic as a foreign language in a context of occupation? This case study will provide the first data examining what happens to the development and translation of research methodologies and language pedagogies when delivered online from a context of siege. It will document and analyse the programme of study at the Islamic University Gaza (IUG) and its spin-out companies which seeks to provide Arabic as a foreign language to NGOs and cultural providers in Gaza as well as to a large market of overseas learners. As this Arabic centre is in its infancy, the research will have direct impact on shaping its success in using intercultural language pedagogy.

The case study objective is to equip researchers and practitioners of Arabic as a foreign language in Gaza to access and work with international researchers in intercultural language education, with a view to ensuring the provision of a high quality, academically rigorous programme of Arabic, delivered for online tutors in the Gaza strip and with account taken of technological innovations and restrictions. It will use classroom observations and auto-ethnography, together with materials and language policy analysis and interviews to understand the translation of pedagogic models across educational jurisdictions, cultures, institutions and languages, whilst also focusing analytically on the comparative differences between language pedagogies which have developed in peace times and those which develop in times of conflict and collective trauma.

The research will be conducted by Mariam Attia, Giovanna Fassetta, Maria Grazia Imperiale and Katja Frimberger under the leadership of Nazmi Al-Masri.

Andrews, J., Attia, M., Fay, R. and Holmes, P. (2015), “Coming clean” about researching multilingually – what can we learn from mapping diverse approaches in different disciplines? (In process)

Breda, J. van, and Zwaan, K. (2015), Kroniek Advisering. Ontwikkelingen juni 2014-september 2015. In: Asiel & Migrantenrecht, Vol. 6 (9/10), pp. 406-417.

Craig, S. (2014), Case comment: Secretary of State for the Home Dept v MN., Journal of Immigration, Asylum and Nationality Law, Vol. 28(3), Bloomsbury, pp. 293-296.

Davcheva, L. and Fay, R. (2014). Tales of Ladino: Sephardic Jews in Bulgaria speak about their heritage language. In: Bet Debora, Vol.1, pp. 86-97.

Fay, R. and Andrews, J. (forthcoming), From linguistic preparation to developing a translingual mind-set – possible implications of plurilingualism for researcher education. In: J. Choi, S. Ollerhead and M. French (eds.), Plurilingualism in learning and teaching: complexities across contexts. London: Routledge.

Fay, R. and Davcheva L. (2016). Zones of interculturality and linguistic identity: tales of Ladino by Sephardic Jews in Bulgaria. In P. Holmes, M. Dooly and J.P. O’Regan (eds.), Intercultural dialogue: questions of research, theory and practice (pp.24-40). London: Routledge.

Fay, R. and Stelma, J. (2016). Criticality, intentionality and intercultural action. In M. Dasli and A. Diaz (eds.), The critical turn in language and intercultural communication pedagogy. pp.120-146, London: Routledge.

Fay, R. and Davcheva, L. (2014). Zones of interculturality and linguistic identity: Tales of Ladino by Sephardic Jews in Bulgaria. In: Language and Intercultural Communication, Vol.14(1), pp. 24-40.

Frimberger, K. (2016), Hearing-as-touch in a multilingual film interview: The interviewer’s linguistic incompetence as aesthetic key moment. In: International Multilingual Research Journal, 10(2), pp. 107-120. Download here.

Frimberger, K. (2016), Towards a well-being focused language pedagogy: Enabling arts-based, multilingual learning spaces for young people with refugee backgrounds. Download here.

Frimberger, K., White, R. and Ma, L. (2017), ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees. In: Applied Linguistics Review, Special Issue (Special Issue on Visual Methods).  Doi: 10.1515/applirev-2016-1061

Gibb, R., and Danero Iglesias, J. (2017), Breaking the silence (again): on language learning and levels of fluency in ethnographic research. In: Sociological Review, Vol. 65(1), pp. 134-149. (doi:10.1111/1467-954X.12389)

Gramling, D. (2014), Getting up onto Monolingualism: Barthes, Kafka, Myth. In: Minnaards, L. and Dembeck, T., eds. Challenging the Myth of Monolingualism, Brill Rodopi, pp. 15–38 (24).

Gramling, D. (2016), Zur Mehrsprachigkeitsforschung in der interkulturellen Literaturwissenschaft: Wende, Romanze, Rückkehr? In: Heimböckel, D., Mein, G., Schiewer, G.L. and Sieburg, H. (eds.), Zeitschrift für interkulturelle Germanistik, Vol. 7(1). pp.135-150.

Gramling, D. (2016), Translanguagers and the Concentrationary Universe. In: Wolf, M. Ed. Interpreting in Nazi Concentration Camps, Bloomsbury, pp. 43-60.

Gramling, D. (2016), Hysterical Postsecularism. In: Cultural Critique, Vol. 93, pp. 86-112. Download here.

Gramling, D. (2016), The Invention of Monolingualism, Bloomsbury Academic.

Gramling, D. (2016), Seven Types of Multilingualism: Or, Wim Wenders Enfilms Pina Bausch. In: The Multilingual Screen New Reflections on Cinema and Linguistic Difference, Bloomsbury Academic, pp. 37-56.

Gramling, D. (2015), Multilingual and Intercultural Competence on the Threshold of the Third Reich. In: Jessner, U. and Kramsch, C. eds. The Multilingual Challenge, De Gruyter Mouton, pp. 161-184.

Gramling, D. and Hepkaner, I. (2016), Translating the Translingual Novel in Early Turkish Republican Literature: The Case of Sabahattin Ali. In: Authorizing Translation: Literature, Theory and Translation, yearbook of the International Association for Translation and Intercultural Studies (IATIS), pp. 32-46.

Gramling, D. and Dutta. A. (eds.) (2016), Translating Transgender, Vol. 3(3-4) of TSQ: Transgender Studies Quarterly, Duke University Press. Abstract here.

Gramling, D. (2016), Researching Multilingually in German Studies: A Brief Retrospective. In: German Studies Review, Vol 39(3), pp. 529-540. Excerpt here.

Gramling, D. and Warner, C. (2016), Whose ‘Crisis in Language’? How Translingual Students Critically Reframe the Future of Foreign Language Learning. In: L2 Journal, Vol. 8 (4), pp. 76-99. Download here.

Holmes, P. (2016), Navigating languages and interculturality in the research process : the ethics and positionality of the researcher and the researched. In: M. Dasli and A. Diaz (eds.), The critical turn in intercultural communication pedagogy : theory, research and practice. Abingdon, Oxon: Routledge, pp. 91-108.

Holmes, P., Fay, R., Andrews, J. and Attia, M. (2016), How to research multilingually: Possibilities and complexities. In: Zhu, H., ed. (2016) Research Methods in Intercultural Communication: A Practical Guide. New York: Wiley Blackwell, pp. 88-102.

Huang, Z., Fay, R., & White, R. (2017), Mindfulness and the ethics of intercultural knowledge-work. Language and Intercultural Communication, 17(1), pp. 45-57.

Imperiale, M.G. (2017), A Capability Approach to Language Education in the Gaza Strip: “To Plant Hope in a Land of Despair”. In: Critical Multilingualism Studies, Vol. 5(1). Read here.

Imperiale M.G., Phipps A., Al-Masri N., and Fassetta G. (2017) Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine. In: English Across the Fracture Lines: the contribution and relevance of English to security, stability and peace. Erling, E. J. (Ed). British Council. Read here.

Martin-Jones, M., Andrews, J. and Martin, D. (2016), Reflexive ethnographic research practice in multilingual contexts. In: Martin-Jones, M. and Martin, D., eds. (2016) Researching Multilingualism: Critical and Ethnographic Approaches. London: Routledge, pp. 189-202.

Paul, S. and Ferguson, D. (2017), Guide to Supporting Detainees in Immigration Bail Hearings in Scotland.

Phipps, A. (2017), Time for action against the far-right is now. In: The National, 30 Jan. 2017. Read here.

Phipps, A. (2017), Policies designed to keep refugees in limbo do nothing to promote integration. In: The National, 13 March 2017. Read here.

Phipps, A. (2017), One day without us… here’s what the history book might say in 20 years. In: The National, 21 Feb. 2017. Read here.

Phipps, A. (2016), Brutal baying for teeth, blood and bones for children trying to escape the Jungle. In: The National, 24 Oct. 2016. Read here.

Phipps, A. (2016), Government has shut the door on 3,000 children like my foster daughter. In: The National, 27 April 2016. Read here.

Phipps, A. (2016), My four days in hell: a Calais diary by Professor Alison Phipps. In: The National, 9 April 2016. Read here.

Phipps, A. (2016), When homes and lives are destroyed we need practical aid and solidarity. In: The National, 2 April 2016. Read here.

Phipps, A. (2015), Refugees dead or alive – an ‘existential challenge’. In: The National, 23 Dec. 2015. Read here.

Phipps, A. (2015), More tears will be shed when The Story of Exile gets worse. In: The National, 2 Dec. 2015. Read here.

Phipps, A. (2015), Refugee plans tear up the treaties created to protect the innocent. In: The National, 8 Oct. 2015. Read here.

Phipps, A. (2015), Agenda: May should be ashamed of an immigration plan that descends into darkness. In: The Herald, 8 Oct. 2015. Read here.

Phipps, A. (2015), How hosting refugees can help make your life much richer. In: The National, 8 Sept. 2015. Read here.

Phipps, A. (2015), Refugee crisis: How should the Government and the EU address it? A 10-point plan by Alison Phipps. In: The National, 5 Sept. 2015. Read here.

Phipps, A. (2014) ‘They are bombing now’: ‘Intercultural Dialogue’ in times of conflict. In: Language and Intercultural Communication, 14(1), pp. 108-124. Abstract here.

Phipps. A. and Fassetta, G. (2015), A critical analysis of language policy in Scotland. In: European Journal of Language Policy, Vol. 7(1), pp. 5-27. Download here.

White, R. G., Imperiale, M. G., and Perera, E. (2016), The capabilities approach: fostering contexts for enhancing mental health and wellbeing across the globe. In: Globalization and Health, 12, 16. Abstract here.

White, R., Fay, R., Kasujja, R. and Okalo, P. (2015), Global mental health: the importance of contextual sensitivity and appropriate methodologies. In: MAGic 2015 Anthropology and Global Health: Interrogating Theory, Policy and Practice, 09 Sep 2015-11 Sep 2015; University of Sussex, Brighton, UK. Abstract here.

Zwaan, K. (2015), Van A tot Z; de uitspraken van het Hof van Justitie betreffende homoseksuele asielzoekers. In: Nederlands Tijdschrift voor Europees Recht, Vol. 21, pp. 49-54 . Summary here.

1. Researching Multilingually Project Launch (27 May 2014, Lighthouse, Glasgow)
2. Speaking Your Language (May 2014)
3. Good English (June 2014)
4. Welcome to Scotland (Winning video SRC video competition June 2014)
5. Vessels Rehearsal Fine Cut – Beacon Theatre, Greenock (29 August 2014)
6. Vessels Show – Beacon Theatre, Greenock (August 2014)
7. A Guide to the Traveller (October 2014)
8. Creative Arts & Translating Cultures Hub (Jan 2015)
9. شكرا جامعتنا الاسلامية (Feb 2015)
10. Calabash People (Aug 2015)
11. Music Across Borders (Aug 2015)
12. Vessels 2015 – Backstage at Beacon Arts Centre (Sept 2015)
13. Vessels 2015 – The Show (Sept 2015)
14. Vessels 2015 – Interview with Nii, National Theatre Ghana (Sept 2015)
15. Mbira Offerings (2015)
16. Vulnerable (2016)
17. Azorli Blewu / Slow Walk (2016)
18. Broken World, Broken Word – The Show (2017)
19. Broken World, Broken Word – Documentary (2017)
20. Gedzem Kutrikuku (2018)
21. What I’d like you to know about me (Common Cause project 2018)

Andrews, J. (2013). “It’s a very difficult question isn’t it?” Researcher, interpreter and research participant negotiating meanings in an education research interview. International Journal of Applied Linguistics, 23(3), 316-328.

Androulakis, G. (2013). Researching language needs using ‘insiders’: Mediated trilingualism and other issues of power asymmetries. International Journal of Applied Linguistics, 23(3), 368-384.

Baker, M. (2006). Contexualisation in translator- and interpreter-mediated events. Journal of Pragmatics, 38, 321-337.

Bashiruddin, A. (2013). Reflections on translating qualitative research data: Experiences from Pakistan. International Journal of Applied Linguistics, 23(3), 357-367.

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Chen, S.-H. (2011). Power relations between the researcher and the researched: An analysis of native and non-native ethnographic interviews. Field Methods, 23(2). http://fmx.sagepub.com/content/23/2

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Cortazzi, M., Pilcher, N., & Jin, L. (2011) Language choices and ‘blind shadows’: investigating interviews with Chinese participants. Qualitative Research, 11(5), 505-535.

Creese, A., & Blackledge, A.J. (2012). Voice and meaning-making in team ethnography. Anthropology & Education Quarterly, 43, 306-324.

Crozier, G. (2003). Researching black parents: Making sense of the role of research and the researcher, Qualitative Research, 3(1), 79-94.

Duszak, A., & Lewkowicz, J. (2008). Publishing academic texts in english: A polish perspective. Journal of English for Academic Purposes, 7, 108-120.

Frimberger, K. (2016, in press) Hearing-as-touch in a multilingual film interview: The interviewer’s linguistic incompetence as key aesthetic moment. International Multilingual Research Journal.

Ganassin, S., & Holmes, P. (2013). Multilingual research practices in community research: The case of migrant/refugee women in North East England. International Journal of Applied Linguistics, 342-356.

Gardner-Chloros, P., Moyer, M. & Sebba, M. (2007). Coding and Analyzing Multilingual Data: The LIDES Project. In: J. C. Beal, K. P. Corrigan, & H. L. Moisl. Creating and digitizing language corpora. Palgrave Macmillan: London.

Giampapa, F. (2011). The politics of “being and becoming” a researcher: Identity, power, and negotiating the field. Journal of Language Identity and Education, 10(3), 132-144.

Giampapa, F. & Lamoureux, S.A. (2011). Voices from the field: Identity, language, and power in multilingual research settings. Journal of Language Identity and Education, 10(3), 127-131.

González y González, E.M. & Lincoln, Y.S. (2006). Decolonizing qualitative research: Non-traditional reporting forms in the Academy. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 7(4), Article 1. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/162/360

Green, J., Franquiz, M. & Dixon, C. (1999). The myth of the objective transcript: Transcribing as a situated act. TESOL Quarterly, 31(1), 172-176.

Halai, N. (2007.) Making use of bilingual interview data: Some experiences from the field. The Qualitative Report, 12(3), 344-355.

Hanssen, I. & Alpers, L. (2010). Interpreters in Intercultural Health Care Settings: Health professionals’ and professional interpreters’ cultural knowledge, and their reciprocal perception and collaboration. Journal of Intercultural Communication, 23. Retrieved from http://www.immi.se/intercultural/nr23/hanssen.htm

Holmes, P., Fay, R., Andrews, J., and Attia, M. (2013). Researching Multilingually: New Theoretical and Methodological Directions. International Journal of Applied Linguistics, 23(3), 285-299.

Holmes, P., Fay, R., Andrews, J., & Attia, M. (2016, in press). How to research multilingually: Possibilities and complexities. In H. Zhu (Ed.), Research Methods in Intercultural Communication (pp. 88-102). London: Wiley.

Inghilleri, M. (2004). Aligning macro and micro dimensions in interpreting research. In C. Schaffner (Ed.), Translation research and interpreting research: Traditions, gaps and synergies (pp. 71-76). Clevedon: Multilingual Matters.

Jagosh, J. & Boudreau, J. D. (2009). Lost and found in translation: An ecological approach to bilingual research methodology. International Journal of Qualitative Methods, 8(2), 102-114.

Kamler, B. & Threadgold, T. (2003). Translating difference: Questions of representation in cross-cultural research encounters. Journal of Intercultural Studies, 24(2), 137-151.

Kitchen, M. C. (2013). Methods in focus group interviews in cross-cultural settings. Qualitative Research Journal, 13(3), 265-277.

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Lamoureux, S. A. (2011). Navigating pre-, in-, and post-fieldwork: Elements for consideration. Journal of Language Identity and Education, 10(3), 206-211.

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Magyar, A., & Robinson-Pant, A. (2011). Internationalising doctoral research: Developing theoretical perspectives on practice. Teachers and Teaching, 17, 663-676.

Martin, D., Stuart-Smith, J., & Dhesi, K.K. (2004). Insiders and outsiders: Translating in a bilingual research project. In S. Hunston (Ed.), Language at Work (pp. 109-122). British Association for Applied Linguistics in association with Multilingual Matters.

Martin-Jones, M., & Gardner, S. (2012). Introduction: Multilingualism, discourse and ethnography. In S. Gardner and M. Martin-Jones (Eds.), Multilingualism, discourse and ethnography (pp. 1-13). New York: Routledge.

McGeever, B. (2010). The importance of languages in the study of racism, Liaisons, 5, 39.

McLellan, E., MacQueen, K.M. & Neidig, J.L. (2003). Beyond the qualitative interview: Data preparation and transcription. Field Methods, 15(1), 63-84.

Méndez García, M. C. & M. L. Pérez Cañado. 2005. Language and power: Raising awareness of the role of language in multicultural teams. Language and Intercultural Communication, 5(1). 86-104.

Nikander, P. (2008). Working with transcripts and translated data. Qualitative Research in Psychology, 5(3), 225-231. Retrieved from http://uta-fi.academia.edu/PirjoNikander/Papers/233271/Working_With_Transcripts_and_Translated_Data

Patiño Santos, A. (2011). Negotiating power relations and ethnicity in a sociolinguistic ethnography in Madrid. Journal of Language Identity and Education, 10(3), 145-163.

Pavlenko, A. (2005). Emotions and multilingualism. Cambridge, New York: Cambridge University Press.

Pérez-Milans, M. (2011). Caught in a “West/China dichotomy”: Doing critical sociolinguistic ethnography in Zhejiang Schools.  Journal of Language Identity and Education, 10(3), 164-185.

Phipps, A. (2013). Linguistic incompetence: Giving an account of researching multilingually. International Journal of Applied Linguistics, 23(3), 329-341.

Relaño Pastor, A.M. (2011). Crossing language and identity as a critical border ethnographer in Southern California.  Journal of Language Identity and Education, 10(3), 186-205.

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Robinson-Pant, A. (2005). Cross-cultural perspectives on educational research. Maidenhead: Open University Press.

Robinson-Pant, A. (2009). Changing academies: Exploring international PhD students’ perspectives on ‘host’ and ‘home’ universities. Higher Education Research & Development, 28, 417-429.

Shah, S. (2004). The researcher/interviewer in intercultural content: A social intruder!. British Educational Research Journal, 30(4), 549-575.

Shklarov, S. (2007). Double vision uncertainty: The bilingual researcher and the ethics of cross-language research. Qualitative Health Research, 17(4), 529-538.

Stelma, J., Fay, R., & Zhou, X. (2013). Developing intentionality and researching multilingually: An ecological and methodological perspective. International Journal of Applied Linguistics, 23(3), 300-315.

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Temple, B. (2002). Crossed wires: Interpreters, transcribers, and bilingual workers in cross-language research, Qualitative Health Research, 12(6), 844-854.

Temple, B. (2005). Nice and tidy: Translation and representation, Sociological Research Online, 10(2). Retrieved from http://www.socresonline.org.uk/10/2/temple.html

Temple, B. & Edwards, R. (2002). Interpreters/translators and cross-language research: Reflexivity and border crossings. International Journal of Qualitative Methods 1(2), 1-12. Retrieved from: http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/4602/3776

Temple, B. and Edwards, R. (2006). Limited exchanges: Approaches to involving people who do not speak English in research and service development. In B. Temple and R. Moran (eds.), Doing research with refugees: Issues and guidelines. Bristol: The Policy Press.

Temple, B., & Edwards, R. (2002). Interpreters/translators and cross-language research: Reflexivity and border crossings. International Journal of Qualitative Methods, 1, 1-12.

Temple, B. and Young, A. (2004). Qualitative research and translation dilemmas, Qualitative Research, 4(2), 161-178.

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Wallin, A.-M. & Ahlström, G. (2006). Cross-cultural interview studies using interpreters: Systematic literature review. Journal of Advanced Nursing, 55(6), 723-735.

2017

Fassetta, G., Imperiale, M.G. and Al-Masri, N.,  Establishing connections: online teacher training in the Gaza strip. Presentation at the UNESCO Mobile Learning Week in Paris, 20-24 March 2017

Phipps, A., presented by Forsdick, C. At Home and Exiled in Language Studies: Interdisciplinarity, intersectionality and interculturality. Presentation at the Language, Communities and Moving Borders: Theories and Methodologies symposium, hosted by Birkbeck, University of London and the Institute of Modern Language Research, School of Advanced Study, University of London, June 29, 2017.

Reynolds, J. “Relational work and managing difficult messages in giving refugee legal advice” (abstract P. 147). BAAL 2017. University of Leeds: ‘Diversity in Applied Linguistics: Opportunities, challenges, questions’ – 31 August-2 September 2017.
Winner of Richard Pemberton prize for best PGR paper

2016

Al-Masri, N., Fassetta, G., Attia, M., Frimberger, K., Imperiale, M.G. Teaching Arabic online: a collaborative training programme. Presentation at the CESE Conference, 1 June 2016, University of Glasgow, School of Education.

Al-Masri, N., Frimberger, K., Attia, M., Imperiale, G., Fassetta, G., ‘Hope is our bread and butter’: towards a human ecological language pedagogy in the context of siege. Paper presented at the 2nd BIBAC (Building Interdisciplinary Bridges Across Cultures) International Conference, hosted by Cambridge University, UK, July 30^th-August 01^st, 2016.

Andrews, J. and Fay, R., Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25^th-27^th, 2016.

Andrews, J., Pöyhönen, S., Fay, R. and Tarnanen, M., Researching Multilingually – exploring emergent linguistic practices in migrant contexts. Paper presented at the 2nd International Conference on the Sociolinguistics of Immigration (Slimig2016), Rapallo (Genova) Italy, September 22^nd-23^rd, 2016.

Andrews, J. and Fay, R., Researching language/languaging in contexts of pain and pressure: perspectives from 1946 and 2016. Paper presented at the “Taking stock of Applied Linguistics – where are we now?” 49th Annual Meeting of the British Association of Applied Linguistics (BAAL), hosted by Anglia Ruskin University, Cambridge, 1st-3rd September, 2016.

Attia, M., Understanding Reflexivity in Light of Dewey’s ‘Trying’ and ‘Undergoing’. Paper presented at the Dewey 2016 conference, hosted by Cambridge University, UK, September 28th-October 01st, 2016.

Davcheva, L. and Fay, R., “Es como llevar naranjas a … Sefarad”: Tales of Ladino from the Bulgarian Sephardic Community. Guest lecture given at the University of Cordoba, Spain, April 15^th, 2016.

Davcheva, L. and Fay, R., “They thought they heard somebody who had risen from their grave”: stories of multilingual, collaborative, narrative research into Ladino and intercultural identity. Paper presented as LANTERN Lunch-time Talk No. 4 at the Manchester Institute of Education, March 4^th, 2016.

Fay,  R., Interthinking creatively, or what happens when creative artists and language researchers  work together. (Paper 2 of the symposium “Transformative creativity: arts and performance in language and intercultural research”). Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25^th-27^th, 2016.

Fay, R., Andrews, J., Frimberger, K. and Tordzro, G., Creative interthinking: interthinking creatively. Paper presented at The Twelfth International Congress of Qualitative Inquiry, hosted by the University of Illinois, USA, May 18^th-21^st, 2016.

Fay, R., Zhou, X., and Huang, Z.M., Among the IALIC-ists: the transcreation of intercultural knowledge landscapes. Paper presented the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25^th-27^th, 2016.

Holmes, P. & Frimberger, K. Progress and Priorities. Presentation at the Translating Cultures Theme Advisory Group Meeting, 30 March 2016, MRC Head Office, London.

Holmes, P., Andrews, J., Attia, M. & Fay, R. Cross-cultural research at the borders of languages, the body, law and the state: Researchers’ linguistic resources. Presentation at the Centre for Applied Cross-cultural Research, 26 July 2016, Victoria University of Wellington.

Holmes, P., Andrews, J., Attia, M. & Fay, R. Ways of “researching multilingually” at the borders of languages, the body, law and the state, Presentation at the University of Melbourne, 14 July 2016.

Holmes P., Andrews, J., Attia, M. & Fay, R., Researching Multilingually: Drawing on your Language Resources in the Research Process. Workshop at the Graduate School of Education, 15 July 2016, University of Melbourne.

Holmes, P. & Attia, M. Researching Multilingually in Higher Education: Opportunities and Challenges. Presentation and workshop, 10 February 2016, Durham University, School of Education.

Holmes, P., Attia, M., Andrews J. & Fay, R.  Researching Multilingually: Possibilities and Complexities. Presentation AHRC Workshop, London, 12 February 2016.

Holmes, P., Fay, R., Attia, M. and Andrews, J., Researching multilingually and interculturally. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.

Huang, Z.M., Fay, R. and White, R., The Knowledge Landscape of 念(niàn)/mindfulness: Intercultural Ethics for Transcreation. Paper presented at the 19th CultNet, hosted by Durham University, April 21st-23rd, 2016.

Imperiale, M.G. Gaza Teaches Back. Presentation CESE, 1 June 2016, University of Glasgow, School of Education.

Phipps, A. with Tordzro, G., Tordzro, N.D. and Sitholé, T., Dancing a decolonial language policy. Presentation at the symposium in honour of Michael Kelly, University of Southampton, 20 January 2016, Southampton

Phipps, A., “Where were you?” Hard words for hard times. Language and justice in a time of war on refugees. Presentation at the Centre for Theology and Public Issues at New College, University of Edinburgh, 18 February 2016. Audio recording available at the website of Scottish Faiths Action for Refugees.

Phipps, A., Sitholé T. and Andrews, J., Words that Nourish. Presentation at the Briston Food Connections, 3 May 2016, Bristol

Phipps, A. and Sitholé T., Masking Languages, Skinning Languages: Tourism, Researching Multilingually and The Performing Body. Presentation at the Conference on Languages and Tourism at the Institut für Afrikanistik und Ägyptologie, Universität zu Köln, 30 May 2016

Phipps, A. and Sitholé, T., On Voice and Interruptions. Presentation at the Voicing Displacement – dialogues and exchanges event, University of Manchester, 6 July 2016, Manchester

Phipps, A., McIntosh, A. (University of Waikato) and Cockburn-Wootten, C. (University of Waikato), Hospitality as advocacy: Towards the concept of community hospitality. Keynote at the Critical Hospitality Studies Symposium: A Multi-Disciplinary Affair, 28-29 July 2016 at Edinburgh Napier University

Phipps, A., Educating the Migratory Imagination: A Guide to the Traveller. Presentation at the Language Foregrounded: Education and Migration conference on the 22nd of October 2016, Durham University

Phipps, A., Witnessing to what happens when lessons are not learned: Calais, Lesbos, and Families held apart. Lecture at the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations, UniSA City West Campus, Adelaide, 10 November 2016. Watch the video of the lecture here.

Phipps, A., ‘We Refugees’: Hardening and Softening of Borders of Everyday Life. Lecture at the Global Tipping Points and the Role of Research: European Union and Asia-Pacific Migration Summit, UniSA, Hawke EU Centre, Adelaide, 1-2 November 2016

Phipps, A., Recent Refugee Flows in Europe: Challenge and Responses. Public lecture at the Political Science and International Relations Programme of Victoria University of Wellington, in association with the European Union Centres Network and the University of South Australia, 7 November 2016

Phipps, A., From fluency to linguistic incompetence: Humble reflections on multilingual research. Lecture as 2016 Visiting EU Thinker in Residence for the Hawke EU Centre for Mobilities, Migrations and Cultural Transformations, UniSA City West Campus, Adelaide, 14 November 2016

Phipps, A., ‘Where were you?’ Offering Hospitality when the Stranger is at the Gate. Lecture at Adelaide West Uniting Church, 12 November 2016, Adelaide. Watch the video here.

Phipps, A., Impact of detention on the wellbeing of asylum seekers. Presentation at Flinders University, Adelaide, 17 November 2016

White, R. and Fay, R., Paradigm humility and appropriate methodology in Global Mental Health. Paper presented at The Emergence of Global Mental Health Workshop, hosted by Kings College, London, April 28^th, 2016

2015

Andrews, J., Attia, M., Holmes, P. and Fay, R., Universities as sites of multilingualism: exploring our experiences on a multi-lingual, multidisciplinary research project. Paper presented at The multilingual university: the impact of linguistic diversity in Higher Education in English-dominant and EMI contexts (Seminar 4 in the ESRC-funded The Multilingual University seminar series), hosted by the University of Birmingham, November 13th, 2015.

Attia, M.  Researching multilingually: possibilities and complexities. Presentation and workshop, 30th April 2015, Cambridge University, Faculty of Education.

Attia, M., Holmes, P., Fay. R. and Andrews, J. (2015). The Central Role of Education in Relation to ‘Questioning the Means in Light of the Objectives’. Paper presented at the CILE 2015 Summer School, 31st May – 5th June, 2015, Granada, Spain.

Attia, M., Holmes, P., Fay. R. and Andrews, J. (2015). Researching multilingually: Possibilities and complexities. Presentation and workshop delivered at the Jean Monnet Network EUROMEC, 12th-19th July, 2015, Krakow, Poland.

Chaplin, M. and Reynolds, J. (2015). Language(s), Migration and Identity: Perspectives from the Researching Multilingually At Borders Project.  Presentation at the Ustinov Seminar on Movement and Identity, 16 December 2015, Ustinov College, Durham University, UK.

Davcheva, L. and Fay, R., Living intercultural lives: identity performance and zones of interculturality. Guest Lecture given at Sofia University, Bulgaria, November 9th, 2015.

Davcheva, L. and Fay, R., Living intercultural lives: Identity performance and zones of interculturality. Paper presented at the Cultural Horizons: Identities, Relationships and Languages in Migration conference, Cagliari (Sardinia/Italy), September 25th – 27th, 2015.

Fay, R., Andrews, J., Holmes, P. and Attia, M., Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48^th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.

Fay, R., What does it mean to be (en)languaged in a world of vulnerability, discrimination, inequity and pain? Researching multilingually ay the borders of language, the body, law and the state. Paper presented at the Research Matters seminar series, hosted by the Manchester Institute of Education at The University of Manchester, October 28th, 2015.

Fay, R., The role of the arts in researching multilingually at the borders of language, the body, law and the state. Paper presented at the Language Research, Performance and the Creative Arts scoping event, hosted by the University of Leeds, October 16th, 2015.

Fay, R. and Dawson, S., Cultures of practitioner research: extending Exploratory Practice from language education to researching multilingually collaboration. Paper presented at CultNet, Durham, UK, 17th – 19th April, 2015.

Fay, R., Andrews, J., Holmes, P. and Attia, M., RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.

Fay, R. and Dawson, S. Cultures of practitioner research: extending Exploratory Practice from language education to researching multilingually collaboration. Paper presented at CultNet 2015, 17th-19th April, 2015, Durham University.

Gomez Parra, M. E. and Fay, R., Teacher education as intercultural practice: narratives of Spanish-medium practicum experiences in the refugee camps of Western Sahara. Paper presented at the 12th ELIA Conference ELIA XII, hosted by the University of Seville, Spain, 1st – 3rd July, 2015.

Holmes, P. (2015, 19-20 November). Language, culture, pedagogy, and translation under pressure in the 21st century: Some reflections and ways forward. 2015 international conference on Applied Linguistics, Department of English, National Taipei University of Technology, 19-20 November, 2015, held at GIS TAIPEI TECH Convention Center, Taipei, Taiwan.

Holmes, P., Al-Masri, N., & Attia, M. (2015, 27-29 November). Recasting the concept of intercultural communicative competence: A critical multimodal pedagogy for teaching Arabic to speakers of other languages (TASOL) in Gaza, Palestine. Intercultural Communication in social practice. 15th IALIC (International Association of Languages and Intercultural Communication) Conference. School of Foreign Languages, Peking University, Beijing, China.

Holmes, P., Attia, M., Fay, R. and Andrews, J. (2015). On ethical issues in conducting qualitative research internationally. Paper presented at the Northern Advanced Research Training Initiative (NARTI). A workshop on “Conducting Qualitative Research Internationally”, 12th June, 2015, Newcastle University Business School.

Holmes, P., Fay, R., Andrews, J. and Attia, M. Competence or purposefulness: How researchers harness their multilingual and intercultural resources when researching multilingually. Paper presented at the Department of Applied Linguistics Seminar Series, 24th February 2015, Newcastle University.

Holmes, P., Fay, R., Andrews, J. and Attia, M., Revisiting a framework for Researching Multilingually: Contributions from critical theory, intercultural relations, ethics, and the creative arts. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.

Holmes, P., Fay, R., Attia, M. and Andrews, J. Researching multilingually at the borders of languages, the body, law and the state: operationalising a research plan. Paper presented at CultNet 2015, 17th-19th April, 2015, Durham University.

Phipps, A., ‘What does it mean to be language in today’s world?’, A Human Ecological Perspective. Presentation presented at the Researching Multilingually at Borders symposium, 10 June 2015, Brussels

White, R., Fay, R., Kasujja, R. and Okalo, P. (2015). Global Mental Health: the importance of contextual sensitivity and appropriate methodologies. Paper presented at MAGic 2015 ‘Anthropology and Global Health: interrogating theory, policy and practice’, 9th-11th September, 2015, Sussex University, UK.

2014

Andrews, J., Fay, R., Holmes, P. and Attia, M. “Coming clean” about researching multilingually – learning from different disciplines. Paper presented at the 2nd AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State Symposium, 15th – 17th October 2014, Durham University.

Attia, M. Researching Multilingually at the Borders of Language, the Body, Law and the State: An invitation for participation. Cultnet 2014, 24th-27th April 2014, Durham University.

Holmes, P. Theoretical and methodological possibilities and challenges for researching encounters with Chinese people/communities: An auto-biographical non-Chinese researcher perspective. Keynote presented at Intercultural communication between China and the rest of the world: Beyond (reverse) essentialism and culturalism?, 5th-6th June, 2014, Helsinki, Finland.

Holmes, P, Fay, R., Andrews, J. and Attia, M. Researching Multilingually: Spaces, relationships and research complexities. Workshop delivered as part of the Doctoral Programme of School of Education, Society and Culture (SEDUCE), 3rd June 2014, Faculty of Behavioural Sciences, University of Helsinki, Helsinki, Finland.

Holmes, P., Fay, R., Andrews, J. and Attia, M. “Competence or purposefulness: how researchers harness their multilingual and intercultural resources when researching multilingually”. Paper presented at the 14th IALIC conference ‘Linguistic resources and intercultural (communicative) competence: bridging a theoretical and empirical gap’, 28th-30th November 2014, University of Aveiro, Portugal.

2013

Phipps, A. Researching Multilingually at the Borders of Language, the Body, Law and the State. Presentation for the AHRC “Translating Cultures” Programme Advisory Board, 4th October 2013.

Prof Alison Phipps is Professor of Languages and Intercultural Studies, and Co-Convener of Glasgow Refugee, Asylum and Migration Network (GRAMNet) at the University of Glasgow.  Alison teaches languages, religious education, anthropology and intercultural education and education for non-violence and in each of these settings she works and researches multilingually.

• Nazmi Al-Masri (Co-Investigator)
• Mariam Attia (Post-doctoral Research Associate)
• Sarah Craig (Co-Investigator)
• Giovanna Fassetta (Post-doctoral Research Associate)
• Katja Frimberger (Post-doctoral Research Associate)
• Robert Gibb (Co-Investigator)
• David Gramling (Co-Investigator)
• Julien Danero Iglesias (Post-doctoral Research Associate)
• Maria Grazia Imperiale (PhD student)
• Chantelle Warner (Co-Investigator)
• Ross White (Co-Investigator)
• Karin Zwaan (Co-Investigator)

Nazmi Al-Masri (Co-Investigator)
I work as Associate Professor of language teacher education for TEFL at the Islamic University of Gaza, Palestine.  Among the courses I have taught are research methods in TEFL and using modern technology and social media in TEFL.  This professional background and experience and the last two senior positions I have had over the last five years at the Islamic University of Gaza (IUG) have focused my attention more on the importance of multilingual dimensions and teaching Arabic for international learners.
Working on – Case Study 5: Arabic as a Foreign Language for International Learners.

Mariam Attia (Post-doctoral Research Associate)
Working on – Case Study 5: Arabic as a Foreign Language for International Learners.

Sarah Craig (Co-Investigator)
Sarah developed an interest in access to justice, immigration and asylum law, social welfare law and tribunal procedures during the sixteen years she spent working as a solicitor in law centres and in private practice, and it is in these areas that her research interests lie.
Working on – Case Study 2: Translating Vulnerability and Silence into the Legal Process

Giovanna Fassetta (Post-doctoral Research Associate)
Working on – Case Study 5: Arabic as a Foreign Language for International Learners.

Katja Frimberger (Post-doctoral Research Associate)
Working on – Case Study 5: Arabic as a Foreign Language for International Learners.

Robert Gibb (Co-Investigator)
Dr Robert Gibb is Lecturer in Sociology and a member of the Glasgow Refugee, Asylum and Migration Network (GRAMNet) at the University of Glasgow.  He currently teaches undergraduate and Masters courses on Social Theory, as well as part of a first-year introductory course in Sociology.  He has conducted research on the anti-racist movement in France and, more recently, a comparative study of asylum processes in the UK and France (with Prof Anthony Good, University of Edinburgh).
Working on – Case Study 3: Working and Researching Multilingually at State (and European Union) Borders

David Gramling (Co-Investigator)
David Gramling researches at the intersections of social multilingualism, literary translation, mass migration, queer studies, nationalism, and critical theory.  He publishes regularly on multilingual film and literature, Turkish German migration and literary history, theoretical approaches to monolingualism, foreign language pedagogy, gender and LGBT studies, and the medical humanities.
Working on – Case Study 4: Multilingual Ecologies in the American Southwest Borderlands

Julien Danero Iglesias (Post-doctoral Research Associate)
Dr Julien Danero Iglesias is a research associate at the University of Glasgow within the framework of the project. He has conducted research on nationalism and identity in Moldova for his PhD and, more recently, a comparative research on identity and everyday life at the border of the European Union in Serbia, Ukraine and Moldova.
Working on – Case Study 3: Working and Researching Multilingually at State (and European Union) Borders

Maria Grazia Imperiale (PhD Student)
Working on – Case Study 5: Arabic as a Foreign Language for International Learners.

Chantelle Warner (Co-Investigator)
Chantelle Warner is Associate Professor of German and Second Language Acquisition and Teaching and co-director of the Center for Educational Resources for Culture, Language and Literacy at the University of Arizona.  Dr. Warner’s work crosses fields of literary and applied linguistic study in order to understand the aesthetic, affective and practical dimensions of literacy practices across languages and how they are evaluated and experienced by speakers and readers.  She has published and presented widely on topics related to literary stylistics, discourse pragmatics, second and foreign language literacy development, and the digital literacy practices of multilingual language users.
Working on – Case Study 4: Multilingual Ecologies in the American Southwest Borderlands

Ross White (Co-Investigator)
Dr White coordinates the MSc Global Mental Health programme at the University of Glasgow which educates students about inequalities and inequities in mental health provision across the globe.
His research blog is on rosswhiteblog.wordpress.com
Working on – Case Study 1: Translating the experience of emotional distress

Karin Zwaan (Co-Investigator)
Karin Zwaan is the academic coordinator of the Centre for Migration Law, Radboud University Nijmegen, The Netherlands.
Working on – Case Study 2: Translating Vulnerability and Silence into the Legal Process

RMTC Hub – Researching Multilingually and Translating Cultures

• Jane Andrews (Co-Investigator)
• Mariam Attia (Post-doctoral Research Associate)
• Susan Dawson (Post-doctoral Research Assistant)
• Richard Fay (Co-Investigator)
• Prue Holmes (Co-Investigator)

CATC Hub – Creative Arts and Translating Cultures

• Katja Frimberger (Post-doctoral Research Associate)
• Gameli Todrzro (Director of PAAS & PhD Researcher)
• Tawona Sithole (Playwright)
• Cecilia Tordzro (PAAS)

Jane Andrews (Co-Investigator)
Jane works at the University of the West of England as a lecturer in education with a focus on language and learning in both her teaching and research. Current research interests include children’s perspectives on being multilingual and researching multilingually.

Mariam Attia (Post-doctoral Research Associate)
Mariam is a Postdoctoral Research Associate at the School of Education, Durham University. Her research covers the areas of teacher and researcher development, reflective practice, non-judgmental communication, educational technologies, and researching multilingually. Mariam completed her doctorate at The University of Manchester in which she explored the relationship between teacher cognition and technology use in the context of teaching Arabic to speakers of other languages.

Susan Dawson (Post-doctoral Research Assistant)
Susan is a Postdoctoral Research Assistant at the School of Education, Durham University. She is based in Manchester.

Richard Fay (Co-Investigator)
Richard is Lecturer in Education (TESOL & Intercultural Communication) and Programme Director MA in Intercultural Communication at the University of Manchester.

Katja Frimberger (Post-doctoral Research Associate)
Dr Katja Frimberger holds a M.Ed. from the Universität Hildesheim (Germany), trained as a language teacher for ESL and German and taught children, teenagers, students and adults in various educational settings and countries.  Her interest in drama-based teaching methods led her to pursue a MA in Drama and Theatre Studies (University College Cork, Ireland) and finally a PhD at the University of Glasgow.  For her doctorate she explored international students’ intercultural experiences through a ‘playful research approach’, which took Brechtian estrangement as a methodological guiding principle.  This allowed her to tinker with modelling clay and employ improvisational drama and creative writing in the name of serious, postmodern educational research.  She continues this passion for tinkering, play and multimodality in her current work where she develops arts-based research approaches for multilingual research contexts.

Prue Holmes (Co-Investigator)
Dr Prue Holmes is Reader in the School of Education, Durham University, and Pathway Leader, MA Intercultural Communication and Education.  She teaches postgraduate modules in international and intercultural education and intercultural communication, and supervises doctoral research in these and related domains.
Prue’s areas of research concern how researchers draw on their own and others’ linguistic resources in the research process “researching multilingually”.  She is principal investigator of an AHRC-funded network grant (“Researching Multilingually”) and co-investigator on “Researching multilingually at the borders of language, the body, law and the state”.  She is also a research partner in the multilateral EU-funded project “Intercultural resources for Erasmus students and their teachers”.  Prue has published in the areas of the intercultural dimensions of language and English as a lingua franca, intercultural dialogue, intercultural (business) education, intercultural encounters, and student mobility and Chinese international students.  She is the chairperson of the International Association of Languages and Intercultural Communication (IALIC).

Gameli Todrzro (PAAS & PhD Researcher)
Gameli is Artistic Director of Pan African Arts Scotland, one of the project’s collaborative partners.  He is well known on Ghana TV as a traditional African musician and storyteller, as well as a Film, TV and Theatre Director and Actor.  Gameli will undertake a practice-based PhD through the project.

Tawona Sithole (Poet & Playwright)
Tawona is a poet, playwright, mbira musician, educator and facilitator.  His ancestral family name, Ganyamatope, is a reminder of his heritage, which inspires him to make connections with other people through creativity, and the natural outlook to learn.  As co-founder of Seeds of Thought arts group, Tawona’s work involves supporting and facilitating access to the creative arts. Currently poet in residence for GRAMNet, he also works in a variety of settings and institutions.  As he continues to write, teach and perform, mostly he appreciates his work for the many inspiring people it allows him to meet.

Below is a list of some of the organisation we collaborated with over the course of the project.

• Creative Scotland
• Commit and Act
• Durham University, UK
• Islamic University of Gaza, Gaza
• Pan African Arts Scotland
• Radboud University, Nijmegen, The Netherlands
• Seeds of Thought
• Scottish Refugee Council, UK
• University of Manchester, UK
• University of Arizona, Tucson, USA
• University of the West of England, UK

Lauren Roberts
Before joining the University I worked as a drug, alcohol and sexual health advisor in Glasgow and also in the project management team of a pharmaceutical testing company in Dundee. I joined the postgraduate research service of the University of Glasgow in November 2008, where my role involved scholarships and funding administration (including the monitoring of research council funded studentships and maintaining compliance with RCUK regulations), support for the Institutional management of Postgraduate Research and support for the University’s cross-disciplinary Strategic Research Networks, including GRAMNet. I was lucky enough to be involved with GRAMNet from the very early stages and assist as it grew at an exponetial rate! I have a BSc in Psychology from the University of Glasgow and a Masters degree in science from the Open University.

Bella Hoogeveen
Maternity cover for Lauren from April 2015 until March 2016. Having studied various languages and holding a BA in European Studies from the University of Amsterdam, I have a keen interest in this project’s outcomes and it’s approach to researching multilingually, in particular around borders. Before joining the team, I worked as an administrator in International Operations at Edinburgh Napier University, where I organised travel for my colleagues and monitored scholarship administration. Before moving to Scotland I worked for a number of years as the Head of School Administration at a small language school in France and as Administrator at the Institute for Dutch Language Education at the University of Amsterdam.

Over the course of the project, we have built a large researcher network, connecting those working on similar themes as the project team. Here is a list of its members, in alphabetical order based on surname:

Nazmi Al-Masri

Jane Andrews

George Androulakis

Evelyn Arizpe

Mariam Attia

Martha Bigelow

Melissa Chaplin

Cliodhna Cork

Jill Court

Sarah Craig

Susan Dawson

Webhao Diao

Giovanna Fassetta

Richard Fay

Naomi Flynn

Charles Forsdick

Katja Frimberger

Robert Gibb

Paola Giorgis

David Gramling

Prue Holmes

Julien Danero Iglesias

Maria Grazia Imperiale

Roula Kitsiou

Ada Mau

Victor Manuel Morales

Amélie Mourgue d’Algue

Samia Naz

Tim Lewis

Alison Phipps

Elmina Premtić

Noumane Rahouti

Judith Reynolds

Sonya Sahradyan

Tawona Sithole

Gameli Tordzro

Naa Densua (Cecilia) Tordzro

Sofia Tsioli

Chantelle Warner

Ross White

Andrea Young

Karin Zwaan