Dr Ana Souza

Senior Lecturer in TESOL and Applied Linguistics

I graduated in Language Teaching and Translation (Portuguese/English) in Brazil, where I taught EFL. I taught ESOL and Portuguese in the UK, where I did my postgraduate studies. I did my MA in English Language Teaching at Thames Valley University (present West London University) and conducted my doctoral research on language and identity issues at the University of Southampton. I completed my PGCE in Teaching and Management in Higher Education at Goldsmiths, University of London and became a Fellow of the Higher Education Academy.

Before joining Brookes, I was a Visiting Academic at UCL, Institute of Education (2014-2015), a Research Fellow at the Institute of Education, University of London (2012-2014), an MA Dissertation Supervisor at King’s College London (2010-2012), a Visiting Lecturer at Goldsmiths, University of London (2009-2012), St. Mary’s University (2011-2012), Kingston University (2011), and Cass School of Education, University of East London (2009).



Visit the page for the BA (Hons) English Language and Communication by clicking here.

  • Sociolinguistics (U70000) (Module Leader)
  • Introduction to Applied Linguistics  (U70012) (Module Leader)


Visit the page for the MA TESOL by clicking here and for the PG Cert in EAL by clicking here.

  • Second Language Acquisition  (P70016) (Module Leader)
  • Multilingual Learners (former EAL) (P70030) (Module Leader)
  • ELT Changing Methodologies (P70017) 
  • Research Methods (P70001)


 I share the leading of the Applied Linguistics Research Group with Jane Spiro.


My research interests include:

  • bilingualism,
  • language and identity,
  • language choices,
  • language planning (families and migrant churches),
  • the use of L1 in teaching L2,
  • community language schools (i.e. complementary/supplementary schooling),
  • Brazilian migration,
  • Portuguese as a Heritage Language, and
  • the training of language teachers.  


 Present Research Project:

 "Leadership development and challenges in complementary schools", funded by BELMAS

(Co-investigator: Linet Arthur)


 I am a member of the following associations:

BAAL (the British Association of Applied Linguistics);

BRASA (the Brazilian Studies Association);

NALDIC (National Association for Language Development in the Curriculum). 


I have been an external reviewer for a number of academic journals. 


Research students


I supervise MA dissertations in TESOL and Applied Linguistics, PG Cert in Teaching EAL (Investigating Practice module) and BA dissertations in the English Language and Communication programmes.

Doctoral research students

Hamish Chalmers, "How can school teachers in English maisntream primary schools with a multilingual studnet bodybe helped to choose stategies that optiise first langaue proficiency?"



For details on Ana's paper presentations, please visit https://souzaana.wordpress.com/main-papers








  • Books
  • Journal articles
  • Book chapters
  • Other


2016 Potuguês como Língua de Herança em Londres: recortes em casa, na igreja, na escola [Portuguese as a Heritage Language in London: home, church and school contexts]. Campinas, Brazil: Pontes.

Journal articles

2016 'Is Brazilian being taught as a community or heritage language?', Language Issues, Summer, 27(1): 21-28.

2016 'Brazilian Portuguese as a Community Language: the training journey of a teacher in London' [with Dorneles, R.], Language Issues, Summer, 27(1): 49-54.

2015 'Facebook: a medium for the language planning of migrant churches', Working Paper 145 in Tilburg Papers in Cultural Studies. Available from https://www.tilburguniversity.edu/research/institutes-and-research-groups/babylon/tpcs/item-paper-145-tpcs.htm

 2015 'Motherhood in migration: a focus on family language planning' in Women’s Studies International Forum, 52: 92-98. DOI: 10.1016/j.wsif.2015.06.001


2015 ‘Language and Faith Encounters: bridging language-ethnicity and language-religion studies’ in International Journal of Multilingualism. DOI: 10.1080/14790718.2015.1040023

2014 ‘Português como Língua de Herança: Políticas Linguísticas na Inglaterra' [Portuguese as a Heritage Language: Language Policies in England] (with O. Barradas) in Revista SIPLE, vol 6, article 1.

2013 ‘“Making Pies” – a way of exploring children’s views on curriculum innovation’ [with Chris Downey and Jenny Byrne] in Children & Society, 27(5): 385–396. DOI:10.1111/j.1099-0860.2011.00418.x

2013 ‘Planning a competence-based curriculum: the case of four secondary schools in England’[with Jenny Byrne and Chris Downey] in The Curriculum Journal, 24(3): 335-350. DOI:10.1080/09585176.2012.731007


2013 ‘Researching the competence-based curriculum: preface to a case study of four urban secondary schools’ [with Chris Downey – main author, and Jenny Byrne] in The Curriculum Journal, 24(3): 321-334. DOI: 10.1080/09585176.2012.731012

2013 ‘Teaching and Learning in a competence-based curriculum: the case of four Secondary schools in England’ [with Jenny Byrne – main author, and Chris Downey] in The Curriculum Journal, 24(3): 351-368. DOI: 10.1080/09585176.2012.731008

2013 ‘Leading and managing the competence-based curriculum: conscripts, volunteers and champions at work within the departmentalised environment of the secondary school’ [with Chris Downey – main author, and Jenny Byrne] in The Curriculum Journal, 24(3): 369-388. DOI: 10.1080/09585176.2012.731009


2012 ‘Pentecostal and Catholic churches in London – the role of ideologies in the language planning of faith lessons’ [with Amoafi Kwapong and Malgorzata Woodham] in Current Issues in Language Planning, 13(2): 105-120. DOI:10.1080/14664208.2012.678977

2010 ‘O Papel da Família e de Organizações Civis no Ensino de Português para Crianças (Anglo) Brasileiras’ [The Role of Families and Community Organizations in the Teaching of Portuguese to (Anglo)Brazilian Children] in Revista Travessia, vol 66, 55-64.

2010 ‘Migrant Languages in a Multi-Ethnic Scenario: Brazilian Portuguese in London’ in Portuguese Studies, vol 26, number 1, pp. 79-93.

2008 ‘How Linguistic and Cultural Identities Are Affected by Migration’ in Language Issues, London: NATECLA, vol 19, number 1, pp. 36-42.

Book chapters

(forthcoming) ‘Faith and language maintenance in transnational places of worship: Brazilian Christian Settings in London’ in T. Omoniyi, R. Pandharipande, and M. Ebsworth (eds.) Maintenance and Revival in the Sociology of Language and ReligionBristol: Multilingual Matters.


2016 (in press) ‘Innovations in the teaching of Portuguese as a Heritage Language – the case of Brazilian complementary schools in London and in Barcelona’ [with Gomes, J.] in O Kagan, M Carreira & C Chik (eds) A Handbook on Heritage Language Education: From Innovation to Program Building, London: Routledge.


2016 (in press) ‘Facebook as a Language Planning Policy Tool’ in A. Rosowsky (ed) Faith and language practices in digital spaces. Bristol: Multilingual Matters.


2016 ‘O português em Londres: aprendizes em um contexto de herança e suas implicações curriculares’ [Portuguese language in London: learners in a heritage context and its implications to curriculum design] in M.L. Ortiz & L. Gonçalves (eds) O mundo do português e o português no mundo afora: especificidades, implicações e ações. Campinas, Brazil: Pontes, 173-200.


2016 ‘Easter celebrations at home: acquiring symbolic knowledge and constructing identities’ [with Barradas, O. and Woodham, M.] in V. Lytra, E. Gregory and D. Volk (eds) Navigating Languages, Literacies and Identities: Religion in Young Lives. London: Routledge, 39-55.

2016 ‘Language and religious identities’ in S. Preece (ed) The Routledge Handbook of Language and Identity. London: Routledge, 195-209.


2014 ‘Technology and language planning: the case of a Brazilian faith setting in London’ in D. Mallows (ed) Language issues in migration and integration: perspectives from teachers and learners, London: British Council ESOL Nexus, 135-150. Available from http://esol.britishcouncil.org/sites/default/files/Language_issues_migration_integration_perspectives_teachers_learners.pdf

2010 ‘Language choice and identity negotiations in a Brazilian Portuguese community school’ in V. Lytra & P. Martin (eds) Sites of Multilingualism: Complementary Schools in Britain Today, London: Trentham, pp.97-107.




2015 Desafios no dia-a-dia: experiências de brasileir@s no Reino Unido [Daily challenges: the experience of Brazilian migrants in London] (with Evans, Yara)Londres: GEB/Queen Mary/UCL, IOE, London.


 2015 Diversidade de Oportunitidades: Brasileir@s no Reino Unido [Diversity in Opportunities: Brazilians in the UK]. (with Evans, Yara (main author); Tentoni-Dias,  Gustavo; Martins Jr., Ângelo; Souza, Ana & Tonhati, Tânia). London: GEB/Goldsmiths/ Queen Mary/Oxford Brookes.


 2013 Imigrantes Brasileiras pelo Mundo [Brazilian Female Migrants around the World] [with Evans, Yara (main author); Tonhati, Tânia. London: GEB/Goldsmiths/Queen Mary/IOE, University of London.


2011 For a better life: Brazilians in London [with Evans, Yara (main author); Tonhati, Tânia; Tentoni-Dias,  Gustavo; Brightwell, Maria das Gracas; Sheringham, Olivia & Souza, Cléverson. London: GEB/Goldsmiths/ Queen Mary/Royal Holloway, University of London.


Newsletters / Websites


2007 ‘Language and Identity in a Community Language School’ in Community Languages Bulletin, issue 20, London: CILT. Available on http://www.cilt.org.uk/keep_in_touch/newsletters/idoc.ashx?docid=ab9add37-196b-4727-bf9a-cc2e7ebbc766&version=-1


2005 ‘Language and Identity in Brazilian Portuguese Schools’ on http://www.multiverse.ac.uk/attachments/4512edad-4a33-4cf7-9186-a749a9a87857.pdf


2003 ‘Children See Language as a Feature of their Ethnicity’ on http://www.naldic.org.uk/Resources/NALDIC/Research%20and%20Information/Documents/RS%20%20Souza.pdf


Book Reviews


2008 Multilingual Learning: Stories from Schools and Communities in Britain by Jean Conteh, Peter Martin and Leena Helavaara Robertson (eds.). NALDIC Quarterly, Autumn.


 2008 Young Bilingual Learners at Home and School: Researching Multilingual Voices by Rose Drury in BERA Journal, vol. 34, n. 2, pp. 293-294.