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Jason Anderson

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Associate Professor

University of Warwick

United Kingdom

Research Interests

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About

Jason Anderson is an Assistant Professor at the University of Warwick, UK. His research areas encompass teacher professional development, translanguaging pedagogy, and multilingual education. He has contributed to various scholarly articles focusing on teacher identity, meta-identity, and educational linguistics, highlighting contemporary challenges and methodologies in the field.

Recent Grants

Grant: Close

Teacher Expertise in the Global South

Open Date: 2021-11-01

Close Date: 2022-10-01

Grant: Close

A participatory study of teacher expertise in challenging contexts: Effective English language teachers working in India

Open Date: 2017-10-01

Close Date: 2021-09-29

Articles (22)

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2026

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2021

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2020

Collaborators (2)

Richard Smith

Professor

University of Warwick

UNITED KINGDOM

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Kenan Dikilitaş

Professor

University of Bergen

NORWAY

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Jason Anderson

Research Interests

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About

Recent Grants

Articles (22)

Project-based learning and task-based language teaching: continuities, differences and the potential for integration

Teacher Research in TESOL

Narrative self-observation: a new framework for teacher professional development and identity research

Sleepwalking into superdiversity: a translanguaging perspective on The DfE 2025 Curriculum and Assessment Review Interim Report

The emergence and significance of meta-identity in the professional development of experienced teacher-researchers

Translanguaging

Affordance-based lesson planning in pre-service teacher education

Language teacher expertise research: A theoretical case and research agenda

Metasummary: examining the potential of a methodologically inclusive approach for conducting systematic reviews of educational research

Translanguaging: a paradigm shift for ELT theory and practice

Multilingual Education and Translanguaging Pedagogy in Indian Classrooms: Discussing Applications and Challenges with Jason Anderson

Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India

Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India

Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education

Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education

Languages for learning: a framework for implementing India’s multilingual language-in-education policy

Reimagining educational linguistics: a post-competence perspective

What's in a name? Why ‘SLA’ is no longer fit for purpose and the emerging, more equitable alternatives

The translanguaging practices of expert Indian teachers of English and their learners

The TATE model: a curriculum design framework for language teaching (vol 74, pg 175, 2020)

Translingual practices in English classrooms in India: current perceptions and future possibilities

Reflection

Collaborators (2)

Richard Smith

Kenan Dikilitaş

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