Research supervision

Adrian Holliday’s PhD students are part of the Culture, Language & International Education Research group. Current and past students are as follows:

Culture, discourse and identities

  • Translanguaging identities. Multilinguals using linguistic repertoires to construct everyday roles – Ana McDermott (Anglo European School, UK, completed 2022)
  • ‘Identity’ and ‘belonging’ in the personal lives of high-status professionals living in the UK: racism, and freedom in non-human relations – Amina Kebabi (Constantine University, Algeria)
  • Exploring Othering with intersectional feminist aspirations: between lived experiences and stand-up comedy – Nour Souleh (Biskra University, Algeria, completed 2022)
  • ‘Travelling to the West’: Voices of Algerian PhD. Students’ transition to Britain – Yasmine Sadoudi (Mira University, Bejaia, Algeria, completed 2022)
  • Resilience construction among international PhD students: Learning from Facebook posts, daily practices, and creative nonfiction – Amira Oukraf (Hadj Lakhdar Batna University, Algeria, completed 2022)
  • African students in a Chinese university – Daisy Wu Binfang (Zhejiang Normal University, China, completed 2021)
  • Constructions of the intercultural in a neoliberal British university – Haynes Collins (Leeds University, UK, completed 2016)
  • Constructions of culture among Mexican university English language teachers – Ireri Armenta (University of Guanajuato, Mexico, completed 2014)
  • Culture and the classroom: the effects of globalisation and
    socio-political changes on the development of cultural identity on learning English in Kuwait – Ayesha Kamal (University of Kuwait, completed 2013)
  • Psychoanalysis of a
    provincial Mexican city – Angelina Rodríguez (Lehigh University, US, completed 2009) – thesis published in 2012

Dominant discourses in International English language education

  • English language ideologies in Japan – Chie Tsurii (St Andrew’s University Japan)
  • Native-speakerism in Japanese higher education – Robert Lowe (Tokyo Kasei University, Japan, completed 2017)
     – thesis published in 2020
  • Perceptions of English language teaching professionalism in Kerala, Southern India – Kevin Balchin (Canterbury Christ Church University, UK, completed 2017)
  • Critical thinking and student writing in the United Arab Emirates – Nasima Yamchi (Fulda University of Applied Sciences, Germany, completed 2015)
  • How students and teachers construct the native and non-native English speaking
     teacher distinction in the University of Guanajuato, Mexico –  identity and dilemma – Irasema Mora (University of Guanajuato, Mexico, completed 2012)
  • The ‘native speaker’ English language teacher in a globalising world – Pamela Aboshiha (Canterbury Christ Church University, completed 2008)
  • Cultural identity and cultural values in coursebooks – John Kullman (Canterbury Christ Church University, completed 2004)
  • Producing and reproducing a professional culture – teacher education and technologies of discipline – Angela Baxter (completed 2003)
  • The dominant discourse and methodological contradictions of a professional TESOL culture – Christopher Anderson (Canterbury Christ Church University, completed 2002)

Problematising common perceptions of culture and imperialism

  • The cross cultural impact of a visual communications programme on Emirati women – Triona Croke (Community College of Qatar, completed 2008)
  • Perceptions and attitudes of Chinese language teachers toward western influence – Ge Jin (completed 2005)
  • Filial piety: a barrier or a resource in Hong Kong secondary schools – Jimmy Tong Woon-man (Open University of Hong Kong, completed 2002)
  • The mobilisation of culture in professional discourses of international language education – Martin Hyde (Platform Education UK, completed 2002)
  • Discursive Struggle: linguistic imperialism and resistance on Chinese university campuses – Trevor Grimshaw (University of Bath, completed 2001)

The politics of the English language curriculum

  • The impact of examinations on the school community – Tom Duan (Oxford University, UK, completed 2008)
  • A sociocultural approach to language teacher education in the UAE – Kay Gallagher (Zeyed University, UAE, completed 2007)
  • Growing to understand mutual needs: developing a sustainable English Language curriculum project in Mexico through enhanced cultural awareness – Pat Grounds (British Council Mexico, completed 2008)
  • Revolution or evolution in educational change: the intended policy, actual policy, policy in use continuum revisited in the Turkish Republic of Northern Cyprus – Pembe Delikurt (Success Private ELT & Consultancy Centre, Cyprus, completed 2005)
  • The dynamics of cross-cultural educational enterprises: the importance of teachers’ and students’ expectations in the acceptance or rejection of teaching materials and methodologies in a Japanese university – Valerie Ainscough (Chaucer College, University of Kent, completed 2001)
  • The socio-cultural construction of learner independence in a tertiary institution – David Palfreyman (Zayed University UAE, completed 2001)
  • Teacher attitudes to curriculum change in Ugandan secondary schools – Robinah Kyeyune (Makerere University Uganda, completed 1996)