My research interests focus on languages and intercultural studies, with a particular critical concern for the different ways in which people learn to live and communicate together by stepping outside comfortable or familiar contexts. My work is interdisciplinary and draws on the resources of social and cultural anthropology, theatre and cultural studies, theology, law, modern languages and education. My Ph.D. research and ethnographic training focused on open air community theatre in Germany. I have continued ethnographic work among tourists, modern language students, adult learners of tourist languages, in conflict zones and among sanctuary and asylum seekers, refugees and befrienders. At present I am developing research on languages and intercultural advocacy with asylum seekers and refugees; and through intercultural workshops on education for peace and non-violence with a growing focus on constructions of faith and on the contribution of theological perspectives. I am a published poet and bring poetic approaches to bear on much of my work.I was voted ′Best College Teacher′ by students and awarded the Student representative Council′s first Prize for Excellent Teaching in 2011. In the same year I was given a ′Teaching Excellence Award′ for a career distinguished by a commitment to significant and sustained excellence at the University of Glasgow. In 2012 I was awarded an OBE for services to Education, and Intercultural and Interreligious Relations in the Queen′s Birthday Honours. Click here for a full biographyTogether with Rebecca Kay I co-convene the Glasgow Refugee, Asylum and Migration Network, a knowledge exchange research network based at the University of Glasgow.

• The Politics of LanguagesSigns of BelongingCulture in PiecesCulture and beyondLanguaging MattersLanguaging in Time and PlaceBeing ThereResonant ReadingLiving in Translated WorldsBeing Intercultural

`This is an important book. A very important book. It is important because it both challenges traditional understandings of language teaching and learning in universities, and rejects new understandings which only devalue the potential power of language learning…. This is not, however, merely a critique. The authors offer a compelling alternative, and do so in a language and style which mirror the alternative proposed…. The authors illustrate their ideas through snapshots of classroom practices which help to build up a picture of what is meant. Such illustrations are invaluable′ - Teaching in Higher EducationFrom the Foreword`In some respects the authors propose a utopian vision, but a practical utopia, which shows that it is possible to step outside the well-worn frameworks of thought and practice. New and different ways of teaching and learning are demonstrated and argued for in chapter after chapter, addressing almost every aspect of the modern languages experience. Most teachers (and many learners) will recognise the problems to which the authors propose imaginative solutions, and most will put the book down reluctantly, feeling energised by the ideas they have found. I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer′ - Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton‘Every so often a book comes along filled with so much wisdom, critical insight, and sheer humanity that it takes one′s breath away. Modern Languages is such a book. Reclaiming language as both a site of struggle and a crucial sphere of politics, Alison Phipps and Mike Gonzalez make it clear that matters of language lie at the heart of any viable pedagogy in which democracy matters. But not a language(s) drained of critical possibilities, passion, power, or imagination, but language as the context and medium in which meaning is produced, affective investments made, and experiences are given legitimacy. Any educator, parent, student, or citizen of the world who cares about democracy, pedagogy, and the crucial role of modern languages creating the conditions for agency, politics, and, yes, hope should read this book’ - Professor Henry Giroux, Waterbury Chair, Penn State University, USA‘I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer’ - Professor Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton‘Modern Languages is argumentative in the best sense: it is intellectually ambitious and is making a bold and brave argument of its own. The story is exciting, and offers a radical way of reconceiving teaching and learning in languages. It is written with evident passion and conviction and it seeks to reach out to an audience. The authors come across as committed and even as brilliant teachers. This is a book for its age but yet may have a long shelf-life. It has made me think about modern languages and language teaching and learning in quite new ways’ - Professor Ronald Barnett, Institute of Education, University of London‘This book pushes the traditional field of Modern Languages into new challenges and it crosses intradisciplinary borders between different languages and cultures. It is intrinsically about languaging and about being intercultural. The authors argue that languages are “a social justice issue”, give voice to language users in general and to language students in particular and engage into powerful, erudite, reflexive and critical insights. This book portrays language and culture education as a passionate, intelligent and committed undertaking. In sum, it is essential and stimulating reading for those Language and Culture educators, teaching in Modern Language Departments from universities all over the world, who dare’ - Dr Manuela Guilherme, Researcher, Center for Social Studies, Universidade de Coimbra

My research interests focus on languages and intercultural studies, with a particular critical concern for the different ways in which people learn to live and communicate together by stepping outside comfortable or familiar contexts. My work is interdisciplinary and draws on the resources of social and cultural anthropology, theatre and cultural studies, theology, law, modern languages and education. My Ph.D. research and ethnographic training focused on open air community theatre in Germany. I have continued ethnographic work among tourists, modern language students, adult learners of tourist languages, in conflict zones and among sanctuary and asylum seekers, refugees and befrienders. At present I am developing research on languages and intercultural advocacy with asylum seekers and refugees; and through intercultural workshops on education for peace and non-violence with a growing focus on constructions of faith and on the contribution of theological perspectives. I am a published poet and bring poetic approaches to bear on much of my work.I was voted ′Best College Teacher′ by students and awarded the Student representative Council′s first Prize for Excellent Teaching in 2011. In the same year I was given a ′Teaching Excellence Award′ for a career distinguished by a commitment to significant and sustained excellence at the University of Glasgow. In 2012 I was awarded an OBE for services to Education, and Intercultural and Interreligious Relations in the Queen′s Birthday Honours. Click here for a full biographyTogether with Rebecca Kay I co-convene the Glasgow Refugee, Asylum and Migration Network, a knowledge exchange research network based at the University of Glasgow.

• The Politics of LanguagesSigns of BelongingCulture in PiecesCulture and beyondLanguaging MattersLanguaging in Time and PlaceBeing ThereResonant ReadingLiving in Translated WorldsBeing Intercultural

`This is an important book. A very important book. It is important because it both challenges traditional understandings of language teaching and learning in universities, and rejects new understandings which only devalue the potential power of language learning…. This is not, however, merely a critique. The authors offer a compelling alternative, and do so in a language and style which mirror the alternative proposed…. The authors illustrate their ideas through snapshots of classroom practices which help to build up a picture of what is meant. Such illustrations are invaluable′ - Teaching in Higher EducationFrom the Foreword`In some respects the authors propose a utopian vision, but a practical utopia, which shows that it is possible to step outside the well-worn frameworks of thought and practice. New and different ways of teaching and learning are demonstrated and argued for in chapter after chapter, addressing almost every aspect of the modern languages experience. Most teachers (and many learners) will recognise the problems to which the authors propose imaginative solutions, and most will put the book down reluctantly, feeling energised by the ideas they have found. I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer′ - Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton‘Every so often a book comes along filled with so much wisdom, critical insight, and sheer humanity that it takes one′s breath away. Modern Languages is such a book. Reclaiming language as both a site of struggle and a crucial sphere of politics, Alison Phipps and Mike Gonzalez make it clear that matters of language lie at the heart of any viable pedagogy in which democracy matters. But not a language(s) drained of critical possibilities, passion, power, or imagination, but language as the context and medium in which meaning is produced, affective investments made, and experiences are given legitimacy. Any educator, parent, student, or citizen of the world who cares about democracy, pedagogy, and the crucial role of modern languages creating the conditions for agency, politics, and, yes, hope should read this book’ - Professor Henry Giroux, Waterbury Chair, Penn State University, USA‘I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer’ - Professor Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton‘Modern Languages is argumentative in the best sense: it is intellectually ambitious and is making a bold and brave argument of its own. The story is exciting, and offers a radical way of reconceiving teaching and learning in languages. It is written with evident passion and conviction and it seeks to reach out to an audience. The authors come across as committed and even as brilliant teachers. This is a book for its age but yet may have a long shelf-life. It has made me think about modern languages and language teaching and learning in quite new ways’ - Professor Ronald Barnett, Institute of Education, University of London‘This book pushes the traditional field of Modern Languages into new challenges and it crosses intradisciplinary borders between different languages and cultures. It is intrinsically about languaging and about being intercultural. The authors argue that languages are “a social justice issue”, give voice to language users in general and to language students in particular and engage into powerful, erudite, reflexive and critical insights. This book portrays language and culture education as a passionate, intelligent and committed undertaking. In sum, it is essential and stimulating reading for those Language and Culture educators, teaching in Modern Language Departments from universities all over the world, who dare’ - Dr Manuela Guilherme, Researcher, Center for Social Studies, Universidade de Coimbra

My research interests focus on languages and intercultural studies, with a particular critical concern for the different ways in which people learn to live and communicate together by stepping outside comfortable or familiar contexts. My work is interdisciplinary and draws on the resources of social and cultural anthropology, theatre and cultural studies, theology, law, modern languages and education. My Ph.D. research and ethnographic training focused on open air community theatre in Germany. I have continued ethnographic work among tourists, modern language students, adult learners of tourist languages, in conflict zones and among sanctuary and asylum seekers, refugees and befrienders. At present I am developing research on languages and intercultural advocacy with asylum seekers and refugees; and through intercultural workshops on education for peace and non-violence with a growing focus on constructions of faith and on the contribution of theological perspectives. I am a published poet and bring poetic approaches to bear on much of my work.I was voted ′Best College Teacher′ by students and awarded the Student representative Council′s first Prize for Excellent Teaching in 2011. In the same year I was given a ′Teaching Excellence Award′ for a career distinguished by a commitment to significant and sustained excellence at the University of Glasgow. In 2012 I was awarded an OBE for services to Education, and Intercultural and Interreligious Relations in the Queen′s Birthday Honours. Click here for a full biographyTogether with Rebecca Kay I co-convene the Glasgow Refugee, Asylum and Migration Network, a knowledge exchange research network based at the University of Glasgow.

• The Politics of LanguagesSigns of BelongingCulture in PiecesCulture and beyondLanguaging MattersLanguaging in Time and PlaceBeing ThereResonant ReadingLiving in Translated WorldsBeing Intercultural

`This is an important book. A very important book. It is important because it both challenges traditional understandings of language teaching and learning in universities, and rejects new understandings which only devalue the potential power of language learning…. This is not, however, merely a critique. The authors offer a compelling alternative, and do so in a language and style which mirror the alternative proposed…. The authors illustrate their ideas through snapshots of classroom practices which help to build up a picture of what is meant. Such illustrations are invaluable′ - Teaching in Higher EducationFrom the Foreword`In some respects the authors propose a utopian vision, but a practical utopia, which shows that it is possible to step outside the well-worn frameworks of thought and practice. New and different ways of teaching and learning are demonstrated and argued for in chapter after chapter, addressing almost every aspect of the modern languages experience. Most teachers (and many learners) will recognise the problems to which the authors propose imaginative solutions, and most will put the book down reluctantly, feeling energised by the ideas they have found. I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer′ - Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton‘Every so often a book comes along filled with so much wisdom, critical insight, and sheer humanity that it takes one′s breath away. Modern Languages is such a book. Reclaiming language as both a site of struggle and a crucial sphere of politics, Alison Phipps and Mike Gonzalez make it clear that matters of language lie at the heart of any viable pedagogy in which democracy matters. But not a language(s) drained of critical possibilities, passion, power, or imagination, but language as the context and medium in which meaning is produced, affective investments made, and experiences are given legitimacy. Any educator, parent, student, or citizen of the world who cares about democracy, pedagogy, and the crucial role of modern languages creating the conditions for agency, politics, and, yes, hope should read this book’ - Professor Henry Giroux, Waterbury Chair, Penn State University, USA‘I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer’ - Professor Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton‘Modern Languages is argumentative in the best sense: it is intellectually ambitious and is making a bold and brave argument of its own. The story is exciting, and offers a radical way of reconceiving teaching and learning in languages. It is written with evident passion and conviction and it seeks to reach out to an audience. The authors come across as committed and even as brilliant teachers. This is a book for its age but yet may have a long shelf-life. It has made me think about modern languages and language teaching and learning in quite new ways’ - Professor Ronald Barnett, Institute of Education, University of London‘This book pushes the traditional field of Modern Languages into new challenges and it crosses intradisciplinary borders between different languages and cultures. It is intrinsically about languaging and about being intercultural. The authors argue that languages are “a social justice issue”, give voice to language users in general and to language students in particular and engage into powerful, erudite, reflexive and critical insights. This book portrays language and culture education as a passionate, intelligent and committed undertaking. In sum, it is essential and stimulating reading for those Language and Culture educators, teaching in Modern Language Departments from universities all over the world, who dare’ - Dr Manuela Guilherme, Researcher, Center for Social Studies, Universidade de Coimbra