I am a sociolinguist and educator whose research is grounded in a commitment to social justice, inclusion, and community well-being. My work explores the intersections of language, migration, diversity, and education, focusing on how linguistic practices and policies shape learners' experiences and opportunities. With a background spanning South Africa and Ireland, I examine how multilingualism unfolds in dynamic, postcolonial contexts and how language can act as both a bridge and a barrier across educational sectors, from early years to higher education.
My MEd research, Migrant Children's Experiences of Learning English as an Additional Language in Irish Primary Schools, explored how young learners navigate new linguistic and cultural landscapes. My PhD, Dynamic Multilingual Identities: A Linguistic Ethnography Exploring Identity, Multilingualism, and Language Policy in Primary School-Aged Migrant Learners and Their Families in Ireland, extended this work, uncovering how families negotiate language and identity across home and school spaces. This research highlighted the need to recognise multilingualism as a lived reality rather than a policy challenge.
In my current role, I focus on the Further Education and Training (FET) sector, examining how language and inclusion intersect to create, or remove, barriers to participation. I am particularly engaged in ESOL research, reimagining ESOL as a central site for inclusion, belonging, and social participation in FET.
I am a member of the Language Use and Multilingualism in Education Research Group (LUMIERE) and serve as Programme Coordinator on the DIFET Programme, where I lead on embedding inclusive and accessible approaches to qualification design. Drawing on my interdisciplinary background in Applied Linguistics, Education, and Psychology, I aim to produce impactful, practice-oriented research that informs policy, empowers practitioners, and promotes equitable, multilingual educational practices.
