Andrew Frank Bradley

School of Languages and Cultures

PhD candidate in Hispanic Studies (WRoCAH AHRC Studentship)

afbradley1@sheffield.ac.uk

Full contact details

Andrew Frank Bradley
School of Languages and Cultures
Jessop West
1 Upper Hanover Street
Sheffield
S3 7RA
Qualifications

Profesor visitante 2017
Various state secondary schools in Catalonia and the Valencian Community

  • Delivery of numerous guest lectures on the importance of Catalan outside of Spain to students of all ages but mostly to those in the last years of high school
  • Delivery of workshops for teachers and students alike on various aspects of oral English and British culture, as well as workshops on Latin and Ancient Greek culture and language
  • Teaching Assistant for various Catalan and Valencian language classes (different levels)

Academic Tutor 2015
University of Liverpool

  • Supervision of three Year 12 Spanish students for the Liverpool Scholars Programme
  • Assistance in the supervision and marking of academic assignments and tutorial sessions
  • General academic support and advice
Research interests

The findings of a previous study (Bradley 2015) reveal that there are significant differences in the representations of certain analogous content between Catalan and Valencian textbooks of the subject Llengua i Literatura (Language and Literature, LL).

A comparative and critical discourse analysis of a small corpus of these textbooks from the final two years of secondary school shows that a variety of discursive strategies (i.e. omissions, ambiguities, circumlocutions) are employed, resulting in multiple, and often conflicting, representations of the legal status of Catalan, Valencian as a diatopic variant of Catalan, and a shared Catalan literary canon and cultural identity.

This thesis builds upon these findings directly, shifting from text to recipient analysis, to gain insight into how these textbook differences and discourses are perceived and (re)produced in a focus group setting by their target users, in this instance, Catalan and Valencian students from the final and fourth year of Educación Secundaria Obligatoria (4º ESO).

The aims of my thesis are therefore three-fold. Firstly, to investigate the ways in which participants identify, discuss, negotiate, and (re)produce conflicting representations and discourses across different 4º ESO Catalan and Valencian LL textbooks, specifically in relation to three major topics: language, (national) identity, and space.

Secondly, to research how language ideologies are drawn upon, consciously or unconsciously, by participants to negotiate and challenge their wider views and understanding(s) of language, (national) identity, and space, as well as how they relate and position themselves (and others) to current issues of their environment.

Thirdly, to gain insight into participants’ meta-understanding of the textbook as an important discursive text, their views on the alleged political indoctrination in institutional and educational settings, and the role of the textbook in shaping discourses in interaction.

I am currently planning on publishing articles on political correctness in Valencian LL textbooks, as well as on the language ideological perspectives of the Catalan Countries by Catalan and Valencian secondary school students.

Teaching activities

Postgraduate Teaching Assistant 2016
University of Sheffield – The Spanish Language: Structure and Use

  • Design and delivery of lectures and seminars on the topic of sociolinguistics
  • Design, supervision, and marking of academic assignments and Class Test
  • General academic support and advice
  • Assistance in the supervision and marking of academic assignments and tutorial sessions