I am Professor of Linguistic Ethnography in the Faculty of Social Sciences. I gained my PhD in Educational Linguistics from the University of Pennsylvania, a programme which combined sociolinguistics, linguistic anthropology, classroom discourse, second language acquisition and language policy/planning. These areas continue to shape my study of language in social life.
I started my academic career as a research assistant working on others' funded projects. This trajectory has created a commitment to collaborative research, particularly in large diverse, interdisciplinary research teams. Over the last four years I have served as the principal investigator on two research projects. The first, 'Translation and translanguaging: Investigating linguistic and cultural transformations in superdiverse wards in four UK cities' (TLANG) (https://tlang.org.uk/), was funded by the Arts and Humanities Research Council (AHRC). This project involved 6 collaborating universities and eight non- academic stakeholders, comprising 33 team members. The project’s overarching question was: ‘How do people communicate in contexts of linguistic and social diversity?’. The second project, also funded by the AHRC through its Global Challenges Research Fund, investigated the potential of translanguaging as a decolonizing pedagogy in South African university classrooms. The project was a collaboration with colleagues at the University of Cape Town (https://www.youtube.com/watch?v=5qzLD1s6Bes&feature=youtu.be).
I am interested in recruiting doctoral students in the following areas: multilingualism, every day interactions in social life, language and ideology.
My disciplinary home is interpretive sociolinguistics, and I draw on theories and methodologies from linguistic anthropology to investigate language in social life. My recent work is on heteroglossia, translanguaging and superdiversity as ideological orientations to social and linguistic diversity. My research draws on empirical data gained through ethnographic observations and audio and video recordings of everyday interactions. I have collected data in schools, markets, libraries, sport halls, community centres and universities. I work with a range of stakeholders beyond the academy, including arts, heritage, cultural and education organizations.
Blackledge A & Creese A (2020) Heteroglossia. In: Tusting K (ed.) The Routledge Handbook of Linguistic Ethnography. Routledge Handbooks in Applied Linguistics. Routledge, pp. 97-108. https://www.routledge.com/The-Routledge-Handbook-of-Linguistic-Ethnography/Tusting/p/book/9781138938168
Creese A, Blackledge A & Hu R (2018) Translanguaging and translation: the construction of social difference across city spaces. International Journal of Bilingual Education and Bilingualism, 21 (7), pp. 841-852. https://doi.org/10.1080/13670050.2017.1323445
Blackledge A & Creese A (2017) Translanguaging in mobility. In: Canagarajah S (ed.) The Routledge Handbook of Migration and Language. London: Taylor & Francis, pp. 31-46. https://doi.org/10.4324/9781315754512
Creese A (2017) Translanguaging as an everyday practice. In: Paulsrud B, Rosén J, Straszer B & Wedin Å (eds.) New Perspectives on Translanguaging and Education. Bilingual Education & Bilingualism, 108. Bristol: Channel View Publications, pp. 1-9. https://doi.org/10.21832/PAULSR7814
Blackledge A, Creese A & Hu R (2017) Everyday encounters in the marketplace: Translanguaging in the super-diverse city. In: De Fina A, Ikizoglu D & Wegner J (eds.) Diversity and Super-Diversity: Sociocultural linguistic perspectives. Washington D.C.: Georgetown University Law Center, pp. 97-116. http://press.georgetown.edu/book/languages/diversity-and-super-diversity
Copland F & Creese A (2016) Ethical issues in linguistic ethnography: Balancing the micro and the macro. In: De Costa P (ed.) Ethics in applied linguistics research: Language researcher narratives. Second Language Acquisition Research Series. New York: Routledge, pp. 161-178. https://www.routledge.com/Ethics-in-Applied-Linguistics-Research-Language-Researcher-Narratives/De-Costa/p/book/9780415739061; https://doi.org/10.4324/9781315816937
Creese A, Takhi JK & Blackledge A (2016) Reflexivity in team ethnography: Using researcher vignettes. In: Martin-Jones M & Martin D (eds.) Researching Multilingualism: Critical and ethnographic perspectives. London: Taylor & Francis, pp. 203-214. https://doi.org/10.4324/9781315405346
Blackledge A & Creese A (2016) A linguistic ethnography of identity: Adopting a heteroglossic frame. In: Preece S (ed.) The Routledge Handbook of Language and Identity. London: Taylor & Francis, pp. 272-288. https://doi.org/10.4324/9781315669816
Blackledge A, Creese A & Hu R (2016) The structure of everyday narrative in a city market: An ethnopoetics approach. Journal of Sociolinguistics, 20 (5), pp. 654-676. https://doi.org/10.1111/josl.12213
Dewilde J & Creese A (2016) Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools. Anthropology and Education Quarterly, 47 (3), pp. 329-339. https://doi.org/10.1111/aeq.12158
Blackledge A & Creese A (2015) Emblems of identities in four European urban settings. In: Nortier J & Svendsen BA (eds.) Language, Youth and Identity in the 21st Century: Linguistic Practices across Urban Spaces. Cambridge: Cambridge University Press, pp. 167-182. https://www.cambridge.org/core/books/language-youth-and-identity-in-the-21st-century/C1D52D2D7A8B016233BEE9192F8885FE; https://doi.org/10.1017/CBO9781139061896.012
Blackledge A & Creese A (2015) 'A typical gentleman': Metapragmatic stereotypes as systems of distinction. In: Arnaut K, Blommaert J, Rampton B & Spotti M (eds.) Language and Superdiversity. New York: Taylor & Francis, pp. 155-173. https://doi.org/10.4324/9781315730240
Creese A, Blackledge A & Takhi JK (2014) The ideal 'Native Speaker' teacher: Negotiating authenticity and legitimacy in the language classroom. Modern Language Journal, 98 (4), pp. 937-951. https://doi.org/10.1111/modl.12148
Conteh J, Copland F & Creese A (2014) Multilingual teachers’ resources in three different contexts: empowering learning. In: Conteh J & Meier G (eds.) The Multilingual Turn in Languages Education: Opportunities and Challenges. New Perspectives on Language and Education. Bristol: Multilingual Matters, pp. 158-178. http://www.multilingual-matters.com/display.asp?K=9781783092222
Blackledge A, Creese A & Takhi JK (2013) Language, superdiversity and education. In: de Saint-Georges I & Weber J (eds.) Multilingualism and Multimodality. The Future of Education Research. The Future of Education Research, 3. Rotterdam: Sense Publishers, pp. 59-80. https://doi.org/10.1007/978-94-6209-266-2_4
Blackledge A, Creese A & Takhi JK (2013) Beyond multilingualism: Heteroglossia in practice. In: May S (ed.) The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. New York: Taylor & Francis, pp. 191-215. https://doi.org/10.4324/9780203113493
Blackledge A & Creese A (2012) Negotiation of identities across times and spaces. In: Gardner S & Martin-Jones M (eds.) Multilingualism, Discourse, and Ethnography. New York: Taylor & Francis, pp. 82-94. https://doi.org/10.4324/9780203143179
Creese A (2011) Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics. In: Ellis S & McCartney E (eds.) Applied Linguistics and Primary School Teaching. Cambridge: Cambride University Press, pp. 186-198. https://doi.org/10.1017/CBO9780511921605.019
Creese A & Blackledge A (2011) Ideologies and interactions in multilingual education: What can an ecological approach tell us about bilingual pedagogy?. In: Helot C & O'Laoire M (eds.) Language Policy for the Multilingual Classroom: Pedagogy of the Possible - Bilingual Education & Bilingualism. Bristol: Changing Childbirth Implimentation Team, pp. 3-21.
Blackledge A & Creese A (2011) Pride, profit and distinction: Negotiations across time and space in community language education. In: Duchêne A & Heller M (eds.) Language in Late Capitalism: Pride and Profit. New York: Taylor & Francis, pp. 116-141. https://doi.org/10.4324/9780203155868
Creese A, Blackledge A, Baraç T, Bhatt A, Hamid S, Wei L, Lytra V, Martin P, Wu C & Yağcioğlu D (2011) Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43 (5), pp. 1196-1208. https://doi.org/10.1016/j.pragma.2010.10.006
Creese A (2011) Making local practices globally relevant in researching multilingual education. In: Hult FM & King KA (eds.) Educational Linguistics in Practice: Applying the Local Globally and the Global Locally. Bilingual Education & Bilingualism. Bristol: Channel View Publications, pp. 41-55. http://www.multilingual-matters.com/display.asp?K=9781847693525
Creese A (2010) Teaching approaches in two-teacher classrooms. In: Leung C & Creese A (eds.) English as an Additional Language: Approaches to Teaching Linguistic Minority Students. London: SAGE Publications, pp. 58-74. https://doi.org/10.4135/9781446251454.n5
Creese A & Blackledge A (2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. Modern Language Journal, 94 (1), pp. 103-115. https://doi.org/10.1111/j.1540-4781.2009.00986.x
Creese A, Bhatt A & Martin P (2009) Multilingual researcher identities: Interpreting linguistically and culturally diverse classrooms. In: Miller J, Kostogriz A & Gearon M (eds.) Culturally and linguistically diverse classrooms: new dilemmas for teachers. Bristol: Channel View Publications, pp. 215-233.
Blackledge A & Creese A (2009) 'Because tumi Bangali': Inventing and disinventing the national in multilingual communities in the UK. Ethnicities, 9 (4), pp. 451-476. https://doi.org/10.1177/1468796809345605
Blackledge A, Creese A, Baraç T, Bhatt A, Hamid S, Wei L, Lytra V, Martin P, Wu C & Yağcioğlu D (2008) Contesting 'Language' as 'Heritage': Negotiation of identities in late modernity. Applied Linguistics, 29 (4), pp. 533-554. https://doi.org/10.1093/applin/amn024
Creese A, Bhatt A, Bhojani N & Martin P (2006) Multicultural, heritage and learner identities in complementary schools. Language and Education, 20 (1), pp. 23-43. https://doi.org/10.1080/09500780608668708
Martin P, Bhatt A, Bhojani N & Creese A (2006) Managing bilingual interaction in a Gujarati complementary school in Leicester. Language and Education, 20 (1), pp. 5-22. https://doi.org/10.1080/09500780608668707
Creese A & Martin P (2006) Interaction in complementary school contexts: Developing identities of choice - An introduction. Language and Education, 20 (1), pp. 1-4. https://doi.org/10.1080/09500780608668706
Creese A (2005) Mediating allegations of racism in a multiethnic London school: What speech communities and communities of practice can tell us about discourse and power. In: Barton D & Tusting K (eds.) Beyond Communities of Practice: Language Power and Social Context. Cambridge: Cambridge University Press, pp. 55-76. https://doi.org/10.1017/CBO9780511610554.005
Creese A (2004) Bilingual teachers in mainstream secondary school classrooms: Using Turkish for curriculum learning. In: Brutt-Griffler J & Varghese MM (eds.) Bilingualism and Language Pedagogy. Bristol: Channel View Publications, pp. 97-111.
Daniels H, Creese A, Hey V & Leonard D (2004) Gendered learning identity in two modalities of pedagogic discourse. In: Muller J, Davies B & Morais A (eds.) Reading Bernstein, Researching Bernstein. London: Taylor & Francis, pp. 123-136. https://doi.org/10.4324/9780203461877
Creese A (2002) The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36 (4), pp. 597-616. https://doi.org/10.2307/3588242
Creese A, Norwich B & Daniels H (2000) Evaluating teacher support teams in secondary schools: Supporting teachers for SEN and other needs. Research Papers in Education, 15 (3), pp. 307-324. https://doi.org/10.1080/02671520050128786
Creese A (2000) The Role of the Language Specialist in Disciplinary Teaching: In Search of A Subject?. Journal of Multilingual and Multicultural Development, 21 (6), pp. 451-470. https://doi.org/10.1080/01434630008666417
Creese A, Norwich B & Daniels H (1998) The prevalence and usefulness of collaborative teacher groups for SEN: Results of a national survey. Support for Learning, 13 (3), pp. 109-114. https://doi.org/10.1111/1467-9604.00070