Anouk Ticheloven

Work Experience and internships

• [2019 - ...] - Research Associate Hamburg University, Diversity in Education, PhD-Student
• [2017 - 2019] - Research Associate Hamburg University, Diversity in Education, MIKS-Projekt, Prof. Dr. Sara Fürstenau
• [2017-2018] - Research Associate Hamburg University, Diversity in Education, Success for All-Project, Prof. Dr. Ingrid Gogolin
• [2016-2017] - Research Associate Hamburg University, Diversity in Education, BiSS-Project, Prof. Dr. Drorit Lengyel
• [2015 - ...] - Active member of Dutch RUTU Foundation: https://www.rutufoundation.org/
• [2016] - Junior Researcher at Windesheim Zwolle, University for Applied Sciences, Research Center for (teacher) Education
• [2016] - Teaching at Utrecht University - Educational Psychology, at Dr. Casper Hulshof
• [2013 - 2015] - Student Assistent Utrecht University: teaching SPSS seminars
• [2013 - 2015] - Internship at Windesheim Zwolle, University for Applied Sciences, Research Center for (teacher) Education
• [2011 - 2013] - Student Assistent at VU Amsterdam, Dr. Sui Lin Goei
• [2008 - 2013] - Tutoring High School Students at Tutoring Institute http://instituut-bartolomeus.nl/

Study

• [2014 - 2016] - Research Master Educational Sciences Utrecht University (MSc, Cum Laude). Master thesis: Constraints and opportunities of a translanguaging pedagogy, supervisors: Prof. Dr. Paul Leseman, Prof. Dr. Elma Blom.
• [2012 - 2014] - Interdisciplinary Honours Programm for Social Sciences (Von Humboldt College)
• [2011 - 2014] - Bachelor Pedagogical Sciences Utrecht University. Bachelor thesis: The Role of L1 in L2 English Pronunciation, supervisors: Prof. Dr. Elma Blom, Dr. Sui Lin Goei
• [2010 - 2011] - French Language and Culture Studies Leiden University

Currently working on PhD...

Research about the potential influences of emotional well-being on (language) performance is a desideratum. My thesis will contribute to closing the research gap, while answering the following questions: 1) Which aspects of adolescents´ emotional well-being influence which aspects of school-related performance – in which written language plays a role – in a positive or negative way, and 2) which personal and situational processes may alter these relationships? The questions will be answered

(a)   by a systematic synthesis of qualitative and quantitative studies since 1990, and

(b)  by conducting analyses with primary data from the longitudinal project “Mehrsprachigkeitsentwicklung im Zeitverlauf [MEZ]” (Multilingual Development – a Longitudinal Perspective) into conditions of a positive development of language skills (https://www.mez.uni-hamburg.de/).

Ticheloven, A., Schwenke-Lam, T., & Fürstenau, S. (2020). classrooms in Germany. Multilingual Approaches for Teaching and Learning: From Acknowledging to Capitalising on Multilingualism in European Mainstream Education, 27.

Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2019). Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 1-24.

Ticheloven, A. (2018). Translanguaging: een oplossing voor meertalige klassen? (DE: Translanguaging: eine Lösung für mehrsprachige Klassenzimmer?) Kapitel im Buch "Meertaligheid en onderwijs" (DE: Mehrsprachigkeit und Bildung), Hrsg. Orhan Agirdag, Ellen Rose Kambel (2018).

Trooster, W., Goei, S. L., Ticheloven, A., Oprins, E., van de Boer-Visschedijk, G., Corbalan, G., & Van Schaik, M. (2017). The Effectiveness of the Game LINGO Online: A Serious Game for English Pronunciation. In Simulation and Serious Games for Education (pp. 125-136). Springer, Singapore.