Vally is Reader in Languages in Education and Head of the MPhil/PhD Programme in Education. She completed her BA in English Language and Literature at the University of Athens, Greece and continued with her graduate studies first at Georgetown University, Washington DC (MSc Applied Linguistics, 1996) and then at King's College London (PhD Sociolinguistics, 2003). Before joining Goldsmiths, she lectured at other London Universities and at the English Department, University of Bern, Switzerland.
Vally is a member of the Centre for Language, Culture and Learning. She was Visiting Research Fellow at the Centre for Hellenic Studies, King's College London from 2003 until 2015.
A common thread running through her research, practice and community engagement is a focus on multilingualism, language and literacy teaching and learning in schools, homes and community contexts that have experienced diverse migration flows. Her work has been shaped by a social practice view of language and literacy, advocating for the need to acknowledge and leverage children’s and adults’ entire language and cultural repertoires as resources for learning and the negotiation of identities. Vally is working on a new edited book entitled “Decentering Language Education” with colleagues Jim Anderson, Vicky Macleroy and Cristina Ros i Solé (Multilingual Matters, forthcoming 2021).
Vally works across applied linguistics, sociolinguistics and language education. Her research interests are:
- community and minority languages education
- inclusive language pedagogies
- faith literacies
- language, ethnicity and diaspora
- language ideologies
- family language policy
- international education
- ethnographic, biographical and collaborative research methodologies
She has conducted fieldwork in Greece, the UK, and Switzerland. Recent and current research projects and collaborations include:
- July 2020-present: “Making sense of teachers’ and parents’ experiences with online teaching and learning in the Covid-19 pandemic”. Principal Investigator
- 2020-2023: “Investigation of adolescent digital literacy practices for the design of Modern Greek Language teaching to youth of new migration background” (PI: Dimitris Koutsogiannis, Aristotle University of Thessaloniki, Greece). Project advisor
- 2019-2020: “Home Language Collaborative Project”, International School of Lausanne, Switzerland. Principal Investigator with Soukeina Tharoo, Home Language Programme Coordinator
- 2017-present: “Reconfiguring Greek language education abroad for a global age”. Principal Investigator
Her current research project aims to document teachers’ and parents’ narratives across Greek diaspora communities in Switzerland and investigate what new models for community languages education might be emerging as a result of the pandemic. She is particularly interested in the possibilities and constraints of online teaching for the development of teacher agency and teacher professional identities and the nexus of parental engagement, online language learning and family language policy.
Editorial Board membership:
- International Journal of Bilingual Education and Bilingualism
- Linguistics and Education
Research group membership:
- Bilingualism Matters London
- Multilingualism in Family, Religious and Educational Contexts (MultiFaRE) research group, led by Ana Souza and Mariney Conceição, University of Brazil
- BAAL Multilingualism SIG
- BAAL Linguistic Ethnography SIG
Areas of supervision
Vally is currently supervising the following doctoral students:
- Büşra Akgün Ezin – Children’s agency in Family Language Policy: A case study of Turkish-speaking families in the UK [Scholarship from the Turkish Ministry of Education]
- Steve Dixon-Smith- Beyond BAME: Discursive constructions of identity in UK Higher Education [SeNSS studentship]
- Arani Ilankuberan - British Tamil teenagers navigating faith literacies and identities through religious film
- Thomas Quehl- Pedagogical spaces: Teacher agency in multilingual pedagogies
- Sara Shahwan – “My name is not refugee”: Negotiating ecological identities in refugee children’s poerty
- Sanju Unjore - The washback effects of the HSC exams on the teaching and learning of English literature on a group of Mauritian learners [Commonwealth scholarship]
- Cátia Verguete - The language policy cycle: Portuguese language provision in England
- Becky Winstanley (CHASE Collaborative Doctoral Award, with SOAS primary supervisor) Multilingualism in perspective: language practices, identities and ideologies in the Sylheti community in Tower Hamlets.
Successful PhD completions:
- Rahaf Alaba - A communicative approach to Arabic language proficiency testing in the light of diglossia
- Hanadi Alothman - Implementing an Early Childhood Curriculum in different cultural contexts: A study of an Arabic early literacy model in a Saudi Arabian preschool
- Bomiegha Ayomoto - Investigating language use, shift and change across generations in Nigeria: The case of Ijaw
- Maria Charalambous - Negotiating and constructing a reflexive multiliteracies pedagogy in a Greek complementary school in London
- Iskender Gelir - An ethnographic investigation of Kurdish preschool children learning Turkish language and literacy in Turkey [Scholarship from the Turkish Ministry of Education.
Lytra, Vally. 2007. Play Frames and Social Identities. Contact Encounters in a Greek Primary School. Amsterdam: John Benjamins Publishing Company. ISBN 978-9027254078
Lytra, Vally; Volk, Dinah and Gregory, Eve E., eds. 2016. Religion in Young Lives: Navigating Language, Literacies and Identities. Abingdon and New York: Routledge. ISBN 978-1138824249
Lytra, Vally, ed. 2014. When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship Since 1923. Farnham, Surrey; Burlington, VT: Ashgate. ISBN 978-1-4094-4602-6
Lytra, Vally and Martin, Peter, eds. 2010. Sites of Multilingualism. Complementary Schools in Britain Today. Stoke-on-Trent: Trentham. ISBN 1858564549
Lytra, Vally and Jørgensen, J N, eds. 2008. Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe. University of Copenhagen (Copenhagen Studies in Bilingualism 45). ISBN 879162100-3
Lytra, Vally. 2020. Discourse and religion in educational practice. In: Anna De Fina and Alexandra Georgakopoulou, eds. Handbook of Discourse Studies. Cambridge: Cambridge University Press, pp. 571-592. ISBN 9781108348195
Lytra, Vally. 2019. Conclusion. In: Aspasia Chatzidaki; Claudine Kirsch; Argyro Panagiotopoulou and Lisa Rosen, eds. 'New' Migration of Families from Greece to Europe and Canada: A 'New' Challenge for Education? Wiesbaden: Springer VS, pp. 237-252. ISBN 9783658255206
Lytra, Vally. 2018. Faith literacies matter: Reflecting on the role of faith as a force for learning, socialisation and personal and collective identification in young people's lives in a global city. In: A. Fuentes Calle, ed. Languages and Spiritual Traditions. Linguistic Diversity and Religious Diversity in Global Cities. Barcelona: LinguaPax International, pp. 45-56.
Lytra, Vally. 2017. Playful talk, learners’ play frames and the construction of identities. In: S. Wortham; D. Kim and S. May, eds. Encyclopedia of Language and Education. 3 New York: Springer. ISBN 978-3-319-02242-0
Lytra, Vally; Gregory, Eve E. and Ilankuberan, Arani. 2017. Researching children's literacy practices and identities in faith settings: Multimodal text-making and talk about text as resources for knowledge building. In: Marilyn Martin-Jones and Deirdre Martin, eds. Researching Multilingualism: Critical and Ethnographic Perspectives. Abingdon: Routledge, pp. 215-228. ISBN 9780415748421
Lytra, Vally; Gregory, E. and Ilankuberan, A.. 2016. “Children's representations of the Temple in text and talk in a Tamil Hindu/Saiva faith community in London”. In: V. Lytra; D. Volk and E. Gregory, eds. Navigating Languages, Literacies and Identities: Religion in Young Lives. New York: Routledge, pp. 141-158. ISBN 9781138824249
Lytra, Vally; Volk, Dinah and Gregory, E.. 2016. "Introduction". In: V. Lytra; Dinah Volk and E. Gregory, eds. Navigating Languages, Literacies and Identities: Religion in Young Lives. New York: Routledge, pp. 1-17. ISBN 9781138824249
Fay, Richard; Sifakis, Nicos and Lytra, Vally. 2016. Interculturalities of English as a Lingua Franca: International communication and multicultural awareness in the Greek context. In: P. Holmes and F. Dervin, eds. The Cultural and Intercultural Dimensions of English as a Lingua Franca. Clevedon: Multilingual Matters, pp. 67-92. ISBN 9781783095094
Lytra, Vally and Muldering, Jane. 2015. Introduction: Analysis of language and significations. In: Paul Smeyers; David Bridges; Nicholas Burbules and Morwenna Griffiths, eds. International Handbook on Interpretation in Educational Research Methods. Springer, pp. 283-285. ISBN 978-9401792813
Lytra, Vally. 2015. Language practices and language ideologies among Turkish-speaking young people in Athens and London. In: Jacomine Nortier and Bente A Svendsen, eds. Language, Youth and Identity in the 21st Century. Cambridge: Cambridge University Press, pp. 183-204. ISBN 978-1107016989
Lytra, Vally. 2014. Multilingualism, multimodality and media engagement in classroom talk and action. In: Jannis Androutsopoulos, ed. Mediatization and Sociolinguistic Change. Mouton: Walter de Gruyter & Co, pp. 245-268. ISBN 978-3110343571
Lytra, Vally. 2013. From kebapçı to professional: The commodification of language discourse and social mobility in Turkish complementary schools in the UK. In: Alexandre Duchene; Melissa Moyer and Celia Roberts, eds. Language, Migration and Social (In)equality. A Critical Sociolinguistic Perspective on Institutions and Work. Bristol: Multilingual Matters, pp. 147-167. ISBN 978-1783090990
Lytra, Vally; Martin, P; Barac, T and Bhatt, A. 2010. Investigating the intersection of multilingualism and multimodality in Turkish and Gujarati literacy classes. In: Vally Lytra and Peter Martin, eds. Sites of Multilingualism Complementary Schools in Britain Today. Stoke-on-Trent: Trentham, pp. 19-31. ISBN 978-1858564548
Lytra, Vally and Barac, T. 2009. Multilingual practices and identity negotiations among Turkish-speaking young people in a diasporic context. In: Anna-Brita Stedström and Annette Myre Jørgensen, eds. Youngspeak in a Multilingual Perspective. Amsterdam: Benjamins, pp. 55-78. ISBN 978-9027254290
Lytra, Vally; Barac, T; Blackledge, Adrian; Bhatt, A; Creese, A; Hamid, S; Martin, Peter; Wu, C-J and Yağcıoğlu-Ali, D. 2008. Language practices, language ideologies and identity construction in London Turkish complementary schools. In: Vally Lytra and J N Jørgensen, eds. Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe. University of Copenhagen, pp. 15-43.
Lytra, Vally. 2008. Playful talk, learners’ play frames and the construction of identities. In: M Martin-Jones and A-M de Mejia, eds. Encyclopaedia of Language and Education. Springer, pp. 185-197.
Lytra, Vally; Tharoo, Soukeina; Banfi, Emanuela; Chengyan, Zhan; Costa, Carla; Eleftheriou-Kaparti, Maria; Meyer, Zoe and Schmid-Ilina, Polina. 2020. Honouring multilingual repertoires and identities: Our languages, our stories. EAL Journal, Autumn, pp. 18-21.
Ioannidou, Elena; Karatsareas, Petros; Lytra, Vally and Tsiplakou, Stavroula. 2020. Why and how to integrate non-standard linguistic varieties into education: Greek Cypriot Greek in Cyprus and the UK. Languages, Society and Policy, pp. 1-9.
Lytra, Vally. 2020. Revisiting language and religion in a post-secular world. Journal of Sociolinguistics, 24(1), pp. 126-138. ISSN 1360-6441
Lytra, Vally and Ilankuberan, Arani. 2020. Syncretising ways of doing, seeing and becoming in children's faith-inspired text-making and conversations around texts at home. Language and Intercultural Communication, 20(5), pp. 433-449. ISSN 1470-8477
Lytra, Vally; Gregory, Eve E. and Ilankuberan, Arani. 2017. “Faith matters: Rethinking home learning of children from different faiths”. EAL Journal, Summer, pp. 30-31. ISSN 2398-8533
Lytra, Vally; Gregory, Eve E. and Ilankuberan, Arani. 2016. Bridging faith, languages and learning in London: A faith teacher reflects upon pedagogy in religious instruction classes. Language and Education, 30(6), pp. 554-569. ISSN 0950-0782
Gregory, Eve E.; Lytra, Vally and Ilankuberan, Arani. 2015. “Divine games and rituals: How Tamil Saiva/Hindu siblings learn faith practices through play”. International Journal of Play, 4(1), pp. 69-83. ISSN 2159-4937
Lytra, Vally. 2014. Revisiting discourses of language, identity and community in a transnational context through a commemorative book project. Multilingua, 33(5-6), pp. 551-574. ISSN 0167-8507
Gregory, Eve E.; Lytra, Vally; Choudhury, Halimun; Ilankuberan, Arani; Kwapong, Amoafi and Woodham, Malgozarta. 2013. Syncretism as a creative act of mind: The narratives of children from four faith communities in London. Journal of Early Childhood Literacy, 13(3), pp. 322-347. ISSN 1468-7984
Gregory, Eve E.; Lytra, Vally; Ilankuberan, Arani; Choudhury, Halimun; Kwapong, Amoafi and Woodham, Malgozarta. 2012. Translating Faith: Field Narratives as a Means of Dialogue in Collaborative Ethnographic Research. International Journal of Qualitative Methods, 11(3), pp. 195-213. ISSN 1609-4069
Lytra, Vally. 2012. Discursive constructions of language and identity: parents' competing perspectives in London Turkish complementary schools. Journal of Multilingual and Multicultural Development, 33(1), pp. 85-100. ISSN 0143-4632
Lytra, Vally. 2011. Negotiating Language, Culture and Pupil Agency in Complementary School Classrooms. Linguistics and Education, 22(1), pp. 23-36. ISSN 0898-5898
Fay, R; Lytra, Vally and Ntavaliagkou, M. 2010. Multicultural awareness through English: A potential contribution of TESOL to Greek schools. Intercultural Education, 21(5), pp. 581-595. ISSN 1467-5986
Lytra, Vally. 2009. Constructing academic hierarchies: Teasing and identity work among peers at school. Pragmatics, 19(3), pp. 449-466. ISSN 1018-2101
Lytra, Vally. 2007. Teasing in contact encounters: Frames, participant positions and responses. Multilingua, 26(4), pp. 381-408. ISSN 0167-8507