Dr Oksana AfitskaLecturer in TESOL
I joined Lancaster University as a lecturer in TESOL in 2018. Prior to my work at Lancaster University I worked for seven years as a lecturer in applied linguistics at Sheffield University and prior to that - as a tutor and a research assistant at the University of Bristol.
My research interests lie in the areas of TESOL, EAL and CLIL pedagogy, [formative] language assessmnet, curriculum and materials development. I have extensive experience in teaching across various contexts (University level teaching as well as teaching in primary and secondary schools in the UK and abroad) and in research methods (action research, classroom-based research, intervention research, mixed methods research).
I also review manuscripts for academic journals such as the International Journal of Educational Development, Journal of Applied Linguistics, Language Assessment Quarterly, Science Education and Journal of English for Academic Purposes.
My research interests lie in the areas of TESOL, EAL, CLIL, language assessmnet, curriculum and materials development.
- Second/Foreign Language Teaching and Learning (TESOL/EFL)
- Content and Language Integrated Learning (CLIL)
- English as an Additional Language Learning (EAL)
- Bilingual and Multilingual Education / Equality in Education
- Formative Language Assessment (Teacher Assessment, Self- and Peer-Assessment)
- Development and Evaluation of Language Teaching Materials and Curriculum
- Approaches to Researching Language Classrooms (Action research / Classroom-based research / Intervention research / Mixed methods research)
Over my academic career I have been engaged in five major research projects: Teaching science and language to multilingual children: supporting learning, accelerating progress and raising achievement (2013-2015 & 2018-2019, PI), Student Performance in National Examinations: the Dynamics of Language (ESRC/DfID funded, RA), EdQual - Language and Literacy (DfID funded, RA), Diploma Program Evaluation (QCA funded, RA) and Language Development and Classroom Embedded Language Assessment at Key Stage 2 for Learners with English as an Additional Language (my PhD project, ORS and University of Bristol funded).
I am a member of several Professional Research Bodies:
- The British Association for Applied Linguistics (BAAL)
- Materials Development Association (MATSDA)
- International Association of Teachers of English as a Foreign Language (IATEFL)
- National Association for Language Development in Curriculum (NALDIC)
I teach/contribute to the following modules on the MA in TESOL (distance) and the MA in Applied Linguistics and TESOL programmes.
- LING531: Trends and Issues in Language Teaching Methodology (by Distance)
- LING409: Curriculum Design and Teacher Development (by Distance)
- LING404: Curriculum Design in Language Education
- LING417: Research Methods in Applied Linguistics and TESOL
- LING402: Postgradualte Academic Study Skills
PhD Supervision Interests
I am interested in supervising doctorate research projects examining EFL/CLIL/EAL pedagogies in foundation, primary and secondary school settings in England and beyond. The projects can adopt qualitative, quantitative or mixed-methods research methodologies. The topic areas include, but are not restricted to: evaluation and development of EFL/CLIL/EAL-tailored teaching and learning materials and curricula, use of formative assessment and translanguaging practices in CLIL/EAL classrooms, investigation of teacher knowledge and beliefs about EFL/CLIL/EAL pedagogies, and evaluation and enhancement of CLIL/EAL practices in subject-specific (e.g. science, mathematics, etc.) classrooms.
Mitigating the Effect of Language in the Assessment of Science: A study of English Language Learners in Primary Classrooms in the UK.
Afitska, O., Heaton, T. 30/08/2019 In: Science Education. 27 p.
Translanguaging in diverse multilingual classrooms in England: oasis or a mirage?
Afitska, O. 6/08/2019 In: The European Journal of Applied Linguistics and TEFL. 31 p.
Exploring teacher and learner views on the use of formative assessment in primary EAL classrooms: a case study
Afitska, O. 1/09/2017 In: I-manager’s Journal on English Language Teaching. 7, 3, p. 41-53. 13 p.
Supporting teachers in EAL classrooms: working towards the centralised provision of subject-specific, EAL-tailored resources for primary classrooms
Afitska, O., Clegg, J. 1/05/2016 In: The European Journal of Applied Linguistics and TEFL. 5, 1, p. 95-108. 14 p.
Scaffolding learning: developing materials to support the learning of science and language by non-native English-speaking students
Afitska, O. 2015 In: Innovation in Language Learning and Teaching. 10, 2, p. 75-89. 15 p.
Talking about teaching and learning science in the EAL context: interviewing teachers and learners in primary classrooms
Afitska, O. 2015
Other chapter contribution
Teaching science to EAL learners at Key Stage Two
Afitska, O. 2015
Other chapter contribution
Formative use of language assessment: Supporting learning through the medium of a second language
Afitska, O. 2014 In: US-China Education Review Journal. 4, 8, p. 517-535. 19 p.
Dilemmas of language choice in education in Tanzania and Ghana
Afitska, O., Ankomah, Y., Clegg, J., Kiliku, P., Osei-Amankwah, L., Rubagumya, C. 1/01/2013 In: Education Quality and Social Justice in the Global South. Taylor and Francis p. 154-167. 14 p. ISBN: 9780203817650.
Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research
Afitska, O. 2012 In: The Language Learning Journal. 43, 1, p. 57-73. 17 p.
Teaching and learning in two languages in African classrooms
Clegg, J., Afitska, O. 1/02/2011 In: Comparative Education. 47, 1, p. 61-77. 17 p.
A three-tier citizenship: Can the state in Tanzania guarantee linguistic human rights?
Rubagumya, C.M., Afitska, O., Clegg, J., Kiliku, P. 1/01/2011 In: International Journal of Educational Development. 31, 1, p. 78-85. 8 p.