Responsibility for the management and strategic running of NALDIC lies with member-elected Trustees. NALDIC is led by an Executive Committee which is made up of the Trustees and appointed co-optees.
NALDIC has 9 member-elected Trustees of the Charity, who are also Directors of the Company. They have overall responsibility for the management and running of the association, in accordance with its governing documents. Three trustees/directors are elected annually and the association Chair is elected every three years.
Chair of NALDIC
Professional Learning & Accredited Course Co-Lead
‘The Song of Justice must be Sung’
Yvonne has worked as a teacher and teacher educator for many years in the field of English as an additional language, both in Taiwan and across the UK. She taught for a number of years as an EAL teacher and EAL Coordinator in the American schooling system before moving back to the UK to take up the position as a teacher educator at the University of Edinburgh. Yvonne currently teaches on the PGDE secondary programme, leading an EAL course for multidisciplinary groups of secondary student teachers, and is the course organiser for Literacies on the MSc Transformative Learning and Teaching programme , which prepares both Primary and Secondary student teachers to address social, cultural and linguistic diversity in today’s classrooms.
Yvonne’s research and teaching interests lie in the area of Literacies and teacher education in order to promote social, cultural and linguistic inclusion. She is interested in the ways that critical approaches to literacies can be implemented in classroom practices to ensure that both teachers and pupils recognise that there is more than one language, history, culture, identity , geography and ideology across the world. Yvonne very much enjoys working with both pre and in-service teachers to explore how to develop professional identities and practices that recognise and respond to the learning needs of all pupils, particularly those from linguistically and culturally diverse backgrounds.
Vice-Chair of NALDIC
Editor, EAL Journal
Christina Richardson is a Visiting Lecturer in Language Education at Kings College London, working on the PGCE for Modern Languages, the BA in English Language and Linguistics and the MAs in ELT and Applied Linguistics and TESOL. She has also taught on the Pre-sessional course in English for Academic Purposes for International Students for many years.
She is also a dissertation supervisor for the Distance MEd in Bilingualism at the University of Birmingham.
For many years, Christina worked on Academic Language Development teaching and curriculum development projects for linguistic minority students from non-traditional backgrounds seeking to attend UK universities.
Her PhD research looked at inclusive practices in mainstream schools with a particular focus on supporting students with dyslexia in learning a modern language.
Nandhaka has over 15 years of experience working in state and independent schools in a variety of roles, including the teaching of Science, EAL and ESOL.
He has also led EAL in both sectors, managing schools’ provision and training of teaching and support staff, as well as external SCITT trainees. Additionally, he has provided support (academic skills and mainstream subject) to EAL and SEND learners.
During Master’s research at CLLEAR, University of Southampton, Nandhaka focused on mainstream secondary teachers’ knowledge, attitudes and beliefs about EAL learners’ needs in their subject area. Other areas of interest include teacher practice, teacher education, and also the evaluation and assessment of language.
Nandhaka is a member of various teaching and research related organisations.
Prior to his election as a Trustee and Director of NALDIC, Nandhaka was our Project Officer, consulting on a variety of NALDIC projects, including local and national EAL networking, EAL training, the NALDIC website redevelopment, events, membership and publicity, as well as writing, producing and editing materials for publication.
Paul is an experienced practitioner in the field of EAL and minority ethnic achievement.
He worked as a Local Authority consultant for many years, providing support for schools and developing strategy and policies across the LA to increase the access and raise the achievement of children and families with EAL.
He has been a NALDIC member for many years and has attended numerous conferences and association meetings, including being involved in some of the initial NALDIC developments.
Paul has a lot of experience in the organisation of training events and conferences, as well as managing budgets and IT and contributes to the Association’s work in this area.
ITE training & events
Tracey is a Lecturer in English Language Teaching (TEFL/TESOL) at the University of Essex and her research focuses on EAL learners and understanding language and literacy practices in multilingual classrooms.
Naomi Flynn is Professor of Multilingual Education at the University of Reading, Institute of Education. She is a teacher educator who taught in inner-city primary schools for 17 years before moving to higher education.
Naomi’s research is focussed on teachers’ practice for EAL: specifically on how teachers adapt their teaching to take account of the particular needs of multilingual learners, and on how policy does or does not support this. Currently she is working with US-based EAL pedagogy for English classrooms that raises EAL learner attainment and shifts teachers’ mindsets topwards active advocacy for EAL, and looking to adapt its use for English classrooms.
Naomi lives in Hampshire and has a longstanding working relationship with Hampshire EMTAS with whom she has co-authored an online teachers’ guide for EAL teaching.
Naomi is always interested to hear from teachers and schools who want to research practice for EAL, and is happy to be contacted by email.
After a stint working in event management as a new Oxford graduate, Cate began her education career teaching French and English at secondary schools in Glasgow in 2004. Then, inspired by her three young children, she ran multilingual music groups for ten years in Cheltenham and Bristol, developing her early years language education venture, Babel Babies, in collaboration with local families and preschool settings.
Always intrigued by the language-learning process, in 2020 Cate returned to the University of Oxford, where she has since completed her master’s in applied linguistics and second language acquisition and embarked on a PhD investigating songs as a pedagogical tool for language acquisition.
Cate is an active champion of multilingualism and rethinking monolingual approaches to learning languages. She has a podcast and blog, The Language Revolution, and has also published Multilingual is Normal, an anthology of 60 voices talking about talking to encourage people to engage with and enjoy languages.
Cate joined the Events Committee in March 2021 as Conference Project Manager.
Follow @lomo_linguist on Twitter
Policy and Advocacy Lead
Professional Learning & Accredited Course Co-Lead
Constant has been a supporter of the work of NALDIC for some twenty years. He was the inaugural chair in 1993, and has been active in promoting NALDIC through its publications.
Currently, he is the Editor of the Research Section of TESOL Quarterly, and Associate Editor of Language Assessment Quarterly, as well as serving on the editorial boards of a number of international journals including the Modern Language Journal.
As Professor of Educational Linguistics at King’s College London, his professional and research interests include EAL curriculum development, language teacher education, and language education policy. He is an Academician of Social Sciences. He is strongly committed to the field of EAL.
Constant believes that his school and university teaching experiences will enable him to participate effectively in the future developments of NALDIC as a professional organisation.
Deputy Editor, EAL Journal
Leandro Paladino studied to be a teacher of English language and literature at the University of La Plata, in Argentina, and completed a Master’s in Bilingualism in Education with the University of Birmingham, basing his dissertation on the topic of translanguaging.
He has been a teacher educator for many years, and currently teaches Discourse Analysis at undergraduate and postgraduate level in Argentinian universities.
Leandro is a deputy editor of the EAL Journal, and a member of the Executive Committee. He is also the academic coordinator of a multilingual school in La Plata, Argentina, where he lives and works.
Co-opted Executive Committee members are not elected, but volunteers appointed by the Trustees to support NALDIC.
Anna Czebiolko currently works as an EAL/ED consultant in Leeds. Before that she was Head of EAL in a secondary school in North Yorkshire. In the past, she coordinated the EAL provision in a large secondary academy in Leeds for seven years. Prior to that she supported primary-aged pupils for six years. Since starting to work in the field of multilingual education in 2009, she has worked with learners in every year group from nursery to sixth form.
She is always willing to try innovative methods with her students and to share her knowledge with teachers and other practitioners. Anna often presents her experience at conferences. She writes articles about current teaching and learning methods. Anna’s working strategy is taking a whole-school approach towards supporting pupils with English as an additional language and she believes that the most effective outcomes are built on cross-organisational collaborations and sharing best practice.
X (Twitter): https://twitter.com/anna_annauser1
Dianne has worked with EAL students in many of Bradford’s inner city schools for more than 25 years and was, until she recently retired, EAL and Literacy Consultant at Feversham College – the first Voluntary-Aided Muslim girls’ secondary school in the country.
She has served on NALDIC committees for 15 years and currently co-ordinates NALDIC’s Regional Interest Groups, being responsible for the Yorkshire and Humberside RIG. She has contributed several articles to NALDIC Quarterly and EAL Journal and was part of a NALDIC team which produced guidance for English teachers working with students learning EAL at GCSE for the publishers Pearson-Heinemann.
In recent years she has lectured on EAL to PGCE students and NQTs both in the UK and abroad.
Conference Editor, EAL Journal
Fazana Farook is a senior lecturer in teacher education at University of Hertfordshire, where she runs the PGCE and School Direct Secondary English course. She is also the EAL Lead across primary and secondary ITE at the university. Fazana started her teaching career as a secondary English teacher, working in linguistically and culturally diverse schools in inner and outer London, UK. She went on to became an EAL Coordinator, as well as a Lead Practitioner in English and Whole School Literacy and an ITE Lead. Fazana’s research interests focus on the relationship and interactions between multilingual communities and the UK education system. She is currently researching beginner teachers’ perceptions of (i) the concept of multilingualism and (ii) pupils identified as EAL as they train to become teachers in England.
Deputy Editor, EAL Journal
Biography to follow
Deputy Editor, EAL Journal
Fiona Ranson has extensive experience working in the area of inclusion, in particular the inclusion of learners with English as an additional language (EAL). A qualified teacher, later Adviser within Education Improvement, and more recently initial teacher training education, Fiona has an M.Ed in Bilingualism in Education and was recently awarded a Studentship from Northumbria University, to undertake a PhD, which examines the rights of unaccompanied asylum seeking children in care.
She has direct experience of fostering young people from refugee backgrounds and was nominated in 2019 for ECPAT UK’s (Every Child Protected Against Trafficking) Children’s Champion Award, She is a trustee of the North of England Refugee Service(NERS), where she is working to highlight the rights of refugee children. She is a L1, OISC registered immigration adviser within NERS (Immigration and asylum and protection).
Fiona is deputy editor of NALDIC’s EAL Journal, a member of their publications committee and a co-opted member onto their executive committee. She is co-convenor of NALDIC’s Asylum and Refugee Children special interest group and is a member of the national Schools of Sanctuary steering group- advising on the accreditation process.
Fiona has worked extensively with external organisations to promote curriculum development in the area of Rights Education and is a Fellow in Holocaust Education (Imperial War Museum and Yad Vashem).
To be completed soon
Operations & Development
Susan Stewart has a Bachelor of Arts degree in Linguistics and French from the University of South Africa, a PGCE from the University of Sunderland and an MA in Applied Linguistics and Communications from Birkbeck College, University of London. She has lived and worked in Thailand, the UAE, South Africa, Belgium, Oman, Sweden and the UK, and has raised two bilingual children. Susan speaks, to varying degrees, English, French, German, Afrikaans, Swedish and Arabic and is a lifelong learner of languages. Susan has a particular interest in the area of language policy as a driving force in promoting multilingualism within families, schools and on a national level. She is active in the local community in promoting the use of home languages, delivering regular parent workshops around the joys and challenges of raising multilingual children in monolingual environments.
Sally is a Lecturer in Education at the School of Education at the University of Glasgow.
She has worked as a teacher educator for several years and has designed and taught on English-medium ITE courses. She has taught both children and adults in France, Germany and in the UK.
In 2012 she moved to Glasgow where she currently teaches on the MEd/MSc TESOL and initial teacher education programmes within the school.
Sally’s research interests are in applying usage-based (cognitive and functional) approaches to understanding language development in all pedagogical contexts. She believes understanding classroom discourse holds the key to improving classroom practice.