Ashley R. Moore
Dr. Ashley R. Moore is a critical applied linguist and an assistant professor in the Teaching English to Speakers of Other Languages (TESOL) Program in the Language & Literacy Education Department at BU Wheelock College of Education & Human Development. His research program has two main strands: the first pursues the realization of queer-inclusive and -affirming language education, and the second introduces and explores the concept of linguistic dissociation, which he defines as a psychosocial process through which an individual or group distances themselves from certain linguistic resources within their existing repertoires because those resources have come to connote intersubjective disharmony. He is passionate about enacting equitable and socially just change across the institutions, organizations, and fields in which he is embedded.
In his doctoral research, Dr. Moore developed the concept of linguistic dissociation and examined the causes of first language dissociation sometimes observed in Japanese-English late plurilinguals. Before studying in Canada, he lived for ten years in Japan, teaching English for general and academic purposes at a number of universities and leading the establishment of a self-access learning center. He has co-facilitated antiracist caucuses at the University of British Columbia and serves as co-chair of the American Association for Applied Linguistics’ (AAAL) Diversity, Equity, Inclusion & Access Task Force (2022–2023). His work has been published in Modern Language Journal, TESOL Quarterly, Journal of Language, Identity & Education, and ELT Journal.
There are no posts in from the last 100 months.
PhD, Teaching English as a Second Language, University of British Columbia
MA, Teaching English as a Second/Foreign Language, University of Birmingham
BA, English, University of Birmingham
SED LS 626: Intercultural Communication: Theoretical & Methodological Approaches
Moore, A. R. (forthcoming). “It feels like I’m stuck in a web sometimes”: The culturally emergent identity experiences of a queer assistant language teacher in small-town Japan. In M. Mielick, R. Kubota & L. Lawrence (Eds.), Discourses of identity in Japan: Language learning, teaching, and revitalizing perspectives. Palgrave Macmillan.
Moore, A. R. (2021). Research-as-social-practice and the challenge—and promise—of thinking intersectionally about LGBTQ+ issues in language teaching and learning. In J. M. Paiz & J. E. Coda (Eds.), Intersectional perspectives on LGBTQ+ issues in modern language teaching and learning (pp. 23–53). Palgrave Macmillan.
Moore, A. R. (2021). A plea to stop debating and erasing queer lives in ELT. ELT Journal, 75(3), 362–365. https://doi.org/10.1093/elt/ccab029
Moore, A. R. (2021). “[It] changed everything”: The effect of shifting social structures on queer L2 learners’ identity management. Journal of Language, Identity and Education. Advance online publication. https://doi.org/10.1080/15348458.2021.1874383
Moore, A. R. (2020). Queer inquiry: A loving critique. TESOL Quarterly, 54(4), 1122–1130. https://doi.org/10.1002/tesq.597
Moore, A. R. (2020). Understanding heteronormativity in ELT textbooks: A practical taxonomy. ELT Journal, 74(2), 116–125. https://doi.org/10.1093/elt/ccz058
Moore, A. R. (2019). Interpersonal factors affecting queer second or foreign language learners’ identity management in class. The Modern Language Journal, 103(2), 428–442. https://doi.org/10.1111/modl.12558
Moore, A. R. (2016). Inclusion & exclusion: A case study of an English class for LGBT learners. TESOL Quarterly, 50(1), 86–108. https://doi.org/10.1002/tesq.208
Moore, A. R. (2013). The ideal sexual self: The motivational investments of Japanese gay male learners of English. In P. Benson & L. Cooker (Eds.), The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy (pp. 135–151). Equinox.
Moore, A. R. (2022, October). Inclusion and accessibility in self-access language learning. Plenary panel, Japan Association for Self-Access Learning Conference, Akita, Japan.
Moore, A. R. (2022, June). How can TESOL professionals promote queer- and trans-inclusive and -affirming education in hostile contexts? Invited talk, International TESOL Association, online.
Moore, A. R. (2022, March). Research-as-social-practice and the challenge—and promise—of thinking intersectionally about LGBTQ+ issues in language education. American Association for Applied Linguistics Conference, Pittsburgh, PA.
Moore, A. R. (2021, December) Lift off! But in which direction? Some potential principles to guide the realisation of queer-inclusive Japanese language education. Opening address, International Network of Gender, Sexuality & Japanese Language Education, online.
Moore, A. R. (2021, June). A practical framework for challenging hetero- and cis-normativity in TESOL materials. Invited talk, International TESOL Association, online.
Carr, W., James, K., & Moore, A. R. (2019, September). Literacies of inclusion for gender and sexual diversity in teacher education. Languaging in Times of Change, University of Stirling, UK.
Moore, A. R. (2019, February). The oblique mirror: strategic use of encoding and non-encoding languages among plurilingual survivors of trauma. Language, Identity and Education in Multilingual Contexts, University of York, UK.
Kubota, R., Balyasnikova, N., Takeda, Y., & Moore, A. R. (2019, June). Exploring the effectiveness of overseas professional development for EFL teachers. Canadian Association of Applied Linguists Conference, University of British Columbia, Canada.
Moore, A. R. (2016, August). Identity management strategies employed by LGBQ learners of Japanese as a second language. Individuals in Contexts: Psychology of Language Learning 2, University of Jyväskylä, Finland.