Dr Maryam Almohammad

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  • Qualifications:PhD Education(Applied Linguistics and Sociology) Bristol University, Postgraduate Diploma (Research Methods) The University of Bristol, MA (English Language Teaching)The Centre for Applied Linguistics, Warwick University, Postgraduate Diploma (Translation and Interpreting) The University of Damascus; Postgraduate Diploma (Linguistics) The University of Damascus; BA (English Language and Literature) The University of Damascus
  • Position:Research Associate
  • Department:ACE - Education and Childhood
  • Telephone:+4411732 83567
  • Email:Maryam.Almohammad@uwe.ac.uk
  • Social media: LinkedIn logo Twitter logo Facebook logo

About me

I am a research associate at the Department of Education and Childhood. My role involves supporting research, organising the Bristol Inter-disciplinary Group for Education Research (BRIDGE) activities in co-operation with Dr Helen Bovill the Associate Head of Department Research, managing the digital dissemination of the Department research, social media platforms, and the Education Blog. Before joining UWE, I was a Teaching Fellow in TESOL at the Department of Education, the University of Bath responsible for supervising MA TESOL students. Outside the UK, I taught English as a Foreign Language at the Faculty of Engineering, the School of Nursing and the Japanese Language Department, the University of Damascus and designed language curriculum. 

Area of expertise

Having graduated with a BA in English Language and Literature from the Faculty of Humanities and Letters,  the University of Damascus, I was fascinated by The Tragical History of the Life and Death of Doctor Faustus, a play by Christopher Marlowe. The question of formal education plays a key role in the play, in which even magic spells are learned from a kind of text-book. Marlowe highlights the associations of formal education with power and social hierarchy and Faustus aspiration to raise above his class and his recognition of knowledge as power. This close connection between knowledge and power can be contrasted with the idea of knowledge for its own sake, which ideally used to characterize learning in universities in the past. Shifting from literature into education, I found my power in language education and sociology research.

My primary ethnographic research explores the role of English as a Foreign Language in the production of Syrian learners' identities, agency, ideologies, inequalities, access, and employment within contemporary economies. My understanding of formal and informal knowledge production and language as a 'social practice' is shaped by the sociology of Bourdieu and Bernstein, New Literacy Studies (NLS) and research on language and identity. Sociology and language research has sharpened my sociological imagination and ability to adapt sociological frameworks to any space, people, and knowledge settings.

My current research draws upon art-based methods, creativity and multilingualism. I work with Dr Jane Andrews on the Creating Welcoming Learning Environments project, funded by the AHRC (2017-2018).  The project is a follow up of Researching Multilingually at the Borders of Language, the Body, the Law and the State. Artists, primary and secondary school teachers, student filmmakers and language researchers cooperate in sharing creative arts-based approaches to explore English as an Additional Language learners' identities and linguistic and cultural backgrounds.  Through a series of workshops at the Department of Childhood and Education, teachers first experience art-based methods, assemble artefacts and interpret them considering their identities, languages and cultures. Then, they appropriate and reassemble creative art methods into the linguistic and cultural environments of their schools taking into account the school spaces, learners' identities, feasibility and ethics. As a linguist and sociologist, I am interested in the interrelationship of identities, spaces, 'languaging', and knowledge production.



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