Dr Angela Gayton

  • Lecturer in Applied Linguistics and Education (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: 2019 | 2018 | 2016
Number of items: 6.

2019

Gayton, A. M. (2019) Exploring the widening participation-internationalisation nexus: Evidence from current theory and practice. Journal of Further and Higher Education, (doi: 10.1080/0309877X.2019.1678014) (Early Online Publication)

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

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y. (2018) Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism, (doi: 10.1080/14790718.2018.1524896) (Early Online Publication)

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 Feb 20 01:09:09 2020 GMT.
Jump to: Articles
Number of items: 6.

Articles

Gayton, A. M. (2019) Exploring the widening participation-internationalisation nexus: Evidence from current theory and practice. Journal of Further and Higher Education, (doi: 10.1080/0309877X.2019.1678014) (Early Online Publication)

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)

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y. (2018) Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism, (doi: 10.1080/14790718.2018.1524896) (Early Online Publication)

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)

This list was generated on Thu Feb 20 01:09:09 2020 GMT.

Supervision

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

angela.gayton@glasgow.ac.uk  


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.