Andrey Rosowsky
Senior Lecturer
Director of Initial Teacher Education
PGCE English Coordinator
MA in Applied Professional Studies English Coordinator
Tel: (+44) (0)114 222 8136
Fax: (+44) (0)114 222
Email: a.rosowsky@Sheffield.ac.uk
Room: 4.11
Research interests
General
Andrey´s research interests include language and education, sociolinguistics, multilingualism and faith-based complementary schooling. He has published in the fields of multilingualism, the sociology of language, the sociology of language and religion, language and education and language and identity. He is interested by the range of literacy and language practices bi- and multi-lingual children experience, and the way these relate to and interact with, and upon, one another. Much of his recent research has taken place within theoretical frameworks which view language as a social practice and language as performance.
Liturgical literacies and complementary schooling
Andrey researches how multilingual young people negotiate and practise their ethno-linguistic and ethno-religious identities within a number of different faith settings, including faith-based complementary schools. He explores their literacy and language practices with a view to understanding the complex and dynamic relationship that exists between language and individual and collective identities. His major published work in this area has been on multilingual liturgical literacies, namely Qur'anic literacy, acquired in UK faith communities.
Multilingualism and Multiliteracies
Andrey also researches the dynamic and complex relationships that prevail when languages experience shift and loss, particularly in minority settings. He is currently exploring the creative use of multilingual verse and poetry among young people in religious settings where community languages are used alongside both the majority language and the liturgical literacies associated with faith (‘religious classicals’). In this manner, heritage languages at risk of loss within the community are bolstered by a renewed interest in aesthetic and performative practices which make creative use of linguistic resources and repertoires.
The Teaching of English
He is also interested in all aspects of the secondary English curriculum and has considerable experience of the assessment of English having served as an examiner and marker of both GCSE and KS3 for various exam boards for many years. Recent research in this area has involved analysing the manner in which student teachers of English engage with the National Strategies whilst undertaking a course in initial teacher education. He has also worked on ethnic minority achievement, issues around English as an additional language and the teaching of reading and writing. This has included an evaluation of the educational provision for asylum seeker children in a local education authority (2005).
Teaching
Andrey is the Director of Initial Teacher Education and leads the PGCE course. He coordinates and teaches on the PGCE English course. He also coordinates and teaches on the English strand of the MA in Applied Professional Studies. He supervises a number of doctoral students. He moved to the School of Education in January 2005 from a Local Education Authority where he had served for four years as the English Consultant for the KS3 National Strategy. Previous to this, he had taught in a local secondary school for fifteen years, the last seven of which he spent as Head of English. He started his teaching career as a teacher of English Literature at an Egyptian English-medium secondary school, Victoria College, in Alexandria.
Recent Publications
Rosowsky, A. (forthcoming) Lyrics, scripts and languages: religious verse and song in a multilingual setting in T. Omoniyi & C. Schmidt (eds.) Religion, transnationalism and multilingual encounters. London: Palgrave
Rosowsky, A. (2013) Religious classical practice: entextualisation and performance. Language in Society, 42, 3.
Rosowsky, A. (2012) Performance and Flow: the religious classical in translocal and transnational linguistic repertoires. Journal of Sociolinguistics. 16, 5.
Rosowsky, A. (2012). Faith, Phonics and Identity: reading in faith complementary schools. Literacy.
Rosowsky, A. (2011) Heavenly Singing: the practice of naat and nasheed and its possible contribution to reversing language shift among young Muslim multilinguals in the UK. International Journal of Sociology of Language. 212.
Rosowsky, A. (2010) "Writing it in English": script choices among young multilingual Muslims in the UK. Journal of Multilingual and Multicultural Development.
Rosowsky, A. (2008) Muslim, English, or Pakistani? Multilingual identities in minority ethno-religious communities. In P. Martinez, D. Moore and V. Spaëth (eds.) Plurilinguismes et enseignement. Riveneuve. Paris.
Rosowsky, A. (2008) Heavenly Readings: Liturgical Literacy in a Multilingual Context. Multilingual Matters: Clevedon
Alumni
Samia Amniana - An investigation into the factors that influence EAL children’s acquisition of English within mainstream schools in the UK, with special reference to newly-arrived EAL Libyan children
Current Doctoral Students
Hilda Donkor - The Teaching and Learning of English Language Reading Comprehension In Junior Secondary Schools in the West-Akim Education District of Ghana
Moftah Mohamed - The Representation of the Orient in English Language Textbooks Used in Libyan Secondary Schools
Masauda El-Aswed - Single-sex Islamic schools: an investigation into parental choice and the impact of these schools on pupils’ classroom interaction and achievement
Sarah Baxter - How adequate are the TDA’s Professional Standards for Teachers in defining the characteristics of a teacher professional in contemporary society?
Zainab Gaffas - The teaching and learning of academic English in a Saudi university
Liana Beattie - Learner identities and language planning