Email
tcostley@essex.ac.ukTelephone
+44 (0) 1206 872089
Location
4.340, Colchester Campus
Academic support hours
Spring term = Tuesdays 12:00-2:00pm via Zoom You can also email me to arrange an alternative time.
Biography
I studied Social Anthropology at the University of Swansea and after graduating I taught English in Thailand, Turkey, China and Taiwan. During this time I became interested in the culture and politics of English Language Teaching and curriculum materials and returned to the U.K. and undertook a Licentiate in TESOL. I also completed an MA in Language, Ethnicity and Education at King's College London and a PhD in the Philosophy of Education in which I explored the ways in which English as Additional Language Learners were conceptualised within mainstream educational settings in literacy classes. I then worked in the English Language Centre at King's College London teaching a range of English for Academic Purposes courses, before taking up a position in the Department of English at City University of Hong Kong.
Qualifications
PhD Philosophy of Education King's College London, University of London,
Master's Degree Language, Ethnicity and Education King's College London,
Appointments
University of Essex
Senior Lecturer TEFL/TESOL, Language and Linguistics, University of Essex (1/10/2021 - present)
Lecturer English Language Teaching (TEFL/TESOL), Language and Linguistics, University of Essex (1/1/2016 - 30/9/2021)
Head of Department, Language and Linguistics, University of Essex (18/12/2021 - present)
Other academic
Visiting Assistant Professor, English, City University of Hong Kong (1/8/2012 - 10/12/2015)
Research interests
English as Additional Language Learners (EAL)
Academic Literacies
Student Identity in Writing at University
Conferences and presentations
tbc
Invited presentation, Keynote presentation, NELTA i27th International Conference, NELTA, Kathmandu, Nepal, 17/2/2023
Negotiating heritage language and identity: a mixed-method study of multilingual HongKonger migrants in Britain
British Association for Applied Linguistics (BAAL) conference, Queen's University Belfast, Belfast, United Kingdom, 2/9/2022
Current teaching responsibilities
Research Proposal (LG676)
Language Teaching in Different Contexts (LG329)
Project: Linguistics (LG831)
Group Project: Linguistics (LG832)
Current supervision
Previous supervision
Degree type: Doctor of Philosophy
Awarded date: 28/10/2024
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 28/8/2024
Degree subject: Sociolinguistics
Degree type: Doctor of Philosophy
Awarded date: 26/6/2024
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 15/5/2024
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 3/1/2024
Degree subject: Linguistics
Degree type: Doctor of Philosophy
Awarded date: 17/3/2022
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 6/2/2020
Journal articles (13)
Reilly, C., Costley, T., Gibson, H. and Kula, N., (2024). The multilingual university: language ideology, hidden policies and language practices in Malawian universities. Language, Culture and Curriculum. 37 (2), 213-229
Mapunda, G., Costley, T., Gibson, H., Kula, N. and Reilly, C., (2024). Rethinking language: The need for language supportive pedagogy within teacher training in Tanzania. Nordic Journal of African Studies. 33 (3), 184-202
Costley, T., Kula, N. and Marten, L., (2023). Translanguaging Spaces and Multilingual Public Writing in Zambia: Tracing change in the linguistic landscape of Ndola on the Copperbelt. Journal of Multilingual and Multicultural Development. 44 (9), 773-793
Reilly, C., Costley, T., Gibson, H., Kula, N., Bagwasi, M., Dikosha, D., Mmolao, P., Mwansa, J., Mwandia, M., Mapunda, G. and James, E., (2023). Emerging principles for researching multilingually in linguistic ethnography: Reflections from Botswana, Tanzania, the UK, and Zambia. Journal of Multilingual and Multicultural Development. 44 (8), 689-701
Reilly, C., Bagwasi, MM., Costley, T., Gibson, H., Kula, NC., Mapunda, G. and Mwansa, J., (2022). ‘Languages don’t have bones, so you can just break them’: rethinking multilingualism in education policy and practice in Africa. Journal of the British Academy. 10 (s4), 1-20
Bagwasi, M. and Costley, T., (2022). A defiance of language policy: seamless boundaries between languages in Botswana classrooms. Journal of the British Academy. 10 (s4), 125-140
Fitzpatrick, D., Costley, T. and Tavakoli, P., (2022). Exploring EAP teachers’ expertise: Reflections on practice, pedagogy and professional development. Journal of English for Academic Purposes. 59, 101140-101140
Costley, T. and Reilly, C., (2021). Methodological Principles for Researching Multilingually: Reflections on Linguistic Ethnography. TESOL Quarterly. 55 (3), 1035-1047
Costley, T., Gkonou, C., Myles, F., Roehr-Brackin, K. and Tellier, A., (2020). Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal. 48 (5), 643-655
Costley, T. and Leung, C., (2020). Putting translanguaging into practice: A view from England. System. 92, 102270-102270
Bremner, S. and Costley, T., (2018). Bringing reality to the classroom: Exercises in intertextuality. English for Specific Purposes. 52, 1-12
Costley, T., (2014). English as an additional language, policy and the teaching and learning of English in England. Language and Education. 28 (3), 276-292
Safford, K. and Costley, T., (2008). ‘I didn't speak for the first year’: Silence, Self-Study and Student Stories of English Language Learning in Mainstream Education. Innovation in Language Learning and Teaching. 2 (2), 136-151
Books (2)
Flowerdew, J. and Costley, T., (2017). Discipline Specific Writing, Theory into Practice. Routledge Taylor Francis. 9781138907447
Chik, A., Costley, T. and Pennington, MC., (2015). Creativity and Discovery in the University Writing Class: A Teacher's Guide. Equinox. 9781781793312
Book chapters (11)
Dyck, D., Costley, T., Si'ilata, R., Assaf, N., Harrington, H., Creese, A., Galloway-Gallego, A., Blackledge, A., Moriarty, E., Dove, J., Kelz, R., Pitman, T., Forsdick, C., Dearden, L., Herxheimer, S., Ahmed, M., Valente, J., Deumert, A., Biesta, G., Youssef, M., Douglas, A., Gumede, T., Finch, H. and Einarsson, CP., (2024). Encountering through storytelling. In: Listening Without Borders: Creating Spaces for Encountering Difference. 54- 86
Einarsson, CP., Krause-Alzaidi, LS., Ahmed, M., Dyck, D., Moriarty, E., Ibrahim, A., Deumert, A., Creese, A., Adami, E., Biesta, G., Beiler, IR., Dewilde, J., Valente, J., Boldt, G., Kubanyiova, M., Williams, Q., Fellows, K., Costley, T., Heidt, I., Reilly, C., Gumede, T., Pitman, T., Si'ilata, R., Rapport, N., Finch, H., Shetty, P., Kelz, R. and Douglas, A., (2024). Communicating within, between and beyond social categories. In: Listening Without Borders: Creating Spaces for Encountering Difference. 12- 53
Reilly, C., Gibson, H., Kula, N., Costley, T., Mapunda, G. and Mwansa, J., (2024). Bringing the outside in: Attitudes towards multilingual competence in Zambia and Tanzania. In: Learning Languages, Being Social. Editors: Mohr, S. and Ferrara, L., . De Gruyter Mouton
Reilly, C., Costley, T., Gibson, H. and Kula, NC., (2024). Teacher creativity in navigating multilingual classrooms: negotiating policy and practice in Botswana, Tanzania, and Zambia. In: Multilingualism and Multiculturalism: Language Teaching and Learning. Editors: Karpava, S., . Brill. 140- 162. 9789004702288
Costley, T., Tavakoli, P. and Fitzpatrick, D., (2020). Writing and Good Language Teachers.. In: Lessons from Good Language Teachers. Editors: Griffiths, C. and Tajeddin, Z., . Cambridge University Press. 286- 297. 9781108489263
Costley, T. and Fitzpatrick, D., (2017). Using Annotated Bibliographies to develop student writing in social sciences. In: Discipline-Specific Writing theory into practice. Editors: Flowerdew, J. and Costley, T., . Routledge Taylor Francis. 113- 126. 9781138907447
Costley, T., (2017). 'No Way, I Could Never Write My Essays in Cantonese. I Only Know How to Do it in English': Understanding Undergraduate Students' Languages and LIteracies at a Hong Kong University. In: Academic Biliteracies Multilingual Repertoires in Higher Education. Editors: Palfreyman, D. and van der Walt, C., . Multilingual Matters. 19- 41. 9781783097401
Costley, T., (2015). What's in a name? Power, space and the negotiation of identities. In: Advances and Current Trends in Language Teacher Identity Research. Editors: Cheung, YL. and Ben Said, S., . Routledge Taylor and Francis. 74- 86. 9781138025363
Costley, TJ. and Leung, C., (2015). English as an Additional Language: Symbolic policy and local practices. In: Managing Diversity in Education Languages, Policies, Pedagogies. Editors: Little, D. and Leung, C., . Multilingual Matters. 27- 42
Costley, T. and Leung, C., (2009). English as Additional Language Across the Curriculum: Policies in practice. In: Culturally and Linguistically Diverse Classrooms New Dilemmas for Teachers. Editors: Miller, J., Kostogriz, A. and Gearon, M., . Multilingual Matters. 151- 171. 978-1-84769-216-0
Costley, TJ., (2008). "You are beginning to sound like an academic": Finding and owning your academic voice. In: Learning the Literacy Practices of Graduate School Insiders' Reflections on Academic Enculturation. Editors: Pearson Casanave, C. and Li, X., . Michigan. 0472032313. 9780472032310
Other (1)
Costley, T., (2019).Book review: Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches, J. Bitchener, N. Storch, R. Wette (Eds.). Routledge (2017). Journal of English for Academic Purposes. 41,Elsevier
2025
Realising multilingual education in Nepal
University of Essex (Research England - PSF)
2022
Supporting Multilingualism in Practice: Resource co-creation in primary classrooms in Tanzania
British Academy
Supporting Multilingualism in Practice: Resource co-creation in primary classrooms in Tanzania
British Academy
2020
Disrupting discourse: establishing a decolonial paradigm for language policy, pedagogy, and practice
University of Essex (GCRF)
Disrupting discourse: establishing a decolonial paradigm for language policy, pedagogy, and practice
University of Essex (GCRF)
2019
Bringing the outside in: Merging local language and literacy practices to enhance classroom learning and achievement
British Academy
Bringing the outside in: Merging local language and literacy practices to enhance classroom learning and achievement
British Academy
Academic support hours:
Spring term = Tuesdays 12:00-2:00pm via Zoom You can also email me to arrange an alternative time.
