Overview
Before joining the Graduate School of Education, I worked as Academic Lead and Senior Lecturer in Psychology at Exeter, focusing my teaching on mental health in educational settings and the trailblazer Education Mental Health Practitioners (EMHP) training programme. Prior to this, I completed a PhD in Theoretical and Applied Linguistics at the University of Cambridge, investigating the interaction between autism and bilingualism as part of the MEITS project . My research sought to illuminate the school experiences of bilingual children on the autism spectrum. It also aimed to delineate the perspectives of parents and educational practitioners, adopting a multi-informant, phenomenological approach. Before undertaking research, I worked as a secondary school teacher in Modern Foreign Languages, a mentor for students with disabilities and mental health difficulties, and a translation trainee at the European Parliament. Drawing on these varied experiences, my teaching at the GSE focuses on mental health, developmental conditions and language education.
Qualifications
PhD in Theoretical and Applied Linguistics (University of Cambridge)
MSc in Learning and Teaching (University of Oxford)
PGCE(M) in Modern Foreign Languages (School Direct)
Research group links
Research
Research interests
My research interests fall at the intersection between education, mental health, multilingualism and developmental psychology, and have led to my involvement in a range of interdisciplinary research projects, most recently exploring bilingualism and wellbeing in the family setting.
Publications
Key publications | Publications by category | Publications by year
Publications by category
Journal articles
Müller L-M, Howard K, Wilson E, Gibson J, Katsos N (2020). Bilingualism in the family and child well-being: a scoping review.
International Journal of Bilingualism,
24(5-6), 1049-1070.
Abstract:
Bilingualism in the family and child well-being: a scoping review
Aims and objectives: the aim of this scoping review is to investigate the association between bilingualism in the family and child subjective well-being, by reviewing the literature to identify key themes to date and remaining questions for future research. Methodology: Scopus, Web of Knowledge, ERIC, Psych Articles and PsychInfo were searched systematically between September and October 2018, and after title, abstract and full-text screening, 17 of the initial 1433 articles were included in this review. Data and analysis: Each study was coded for the discipline from which it emerged, the language combination studied, the measures of well-being and language proficiency it used, the geographical location of the study and the number of participants. Data on the link between bilingualism and well-being was extracted from each study. Findings and conclusion: Two main themes were identified: ‘The effect of language proficiency on family relationships’ and ‘The acculturation of parents and children as mediated by language’. Across studies, there was significant heterogeneity in definition of concepts and a diverse range of measures employed. In addition, the studies identified suggest a positive link between minority language maintenance and child well-being, and a positive influence of bilingualism, rather than knowledge of only the home or the majority language. However, the directionality of these relationships will need to be investigated in future research. Originality: This is the first scoping review conducted systematically to explore the link between bilingualism in the family and child well-being internationally. It builds on previous work such as a narrative review which examined this association in the European context.
Abstract.
Howard K, Gibson J, Katsos N (2020). Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism.
Journal of Autism and Developmental Disorders,
51(1), 179-192.
Abstract:
Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism
AbstractA growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents’ perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child’s autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family.
Abstract.
Howard KB, Katsos N, Gibson JL (2020). Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings.
British Educational Research Journal,
47(2), 427-449.
Full text.
Howard KB, Katsos N, Gibson JL (2019). The school experiences of bilingual children on the autism spectrum: an interpretative phenomenological analysis. Research in Developmental Disabilities, 87, 9-20.
Howard K, Katsos N, Gibson J (2019). Using interpretative phenomenological analysis in autism research.
Autism,
23(7), 1871-1876.
Abstract:
Using interpretative phenomenological analysis in autism research
Qualitative studies within autism research are gaining prominence, yet there is little evidence about the usefulness of particular qualitative approaches in reflecting the perspectives and experiences of autistic participants. This short report serves to introduce interpretative phenomenological analysis as one among a range of qualitative approaches to autism research. We argue that certain features of interpretative phenomenological analysis, including its commitment to an equality of voice and researcher reflexivity, may help to illuminate the experiences of autistic individuals. The procedures of interpretative phenomenological analysis are presented through the lens of 10 studies into autistic people’s experiences, and a case is made for the suitability of this approach within qualitative autism research.
Abstract.
Howard K (2017). A Critical Study of Motivation and Social Constructivism in the Modern Foreign Languages Classroom.
Student Teacher Perspectives,
4, 34-41.
Full text.
Publications by year
2020
Müller L-M, Howard K, Wilson E, Gibson J, Katsos N (2020). Bilingualism in the family and child well-being: a scoping review.
International Journal of Bilingualism,
24(5-6), 1049-1070.
Abstract:
Bilingualism in the family and child well-being: a scoping review
Aims and objectives: the aim of this scoping review is to investigate the association between bilingualism in the family and child subjective well-being, by reviewing the literature to identify key themes to date and remaining questions for future research. Methodology: Scopus, Web of Knowledge, ERIC, Psych Articles and PsychInfo were searched systematically between September and October 2018, and after title, abstract and full-text screening, 17 of the initial 1433 articles were included in this review. Data and analysis: Each study was coded for the discipline from which it emerged, the language combination studied, the measures of well-being and language proficiency it used, the geographical location of the study and the number of participants. Data on the link between bilingualism and well-being was extracted from each study. Findings and conclusion: Two main themes were identified: ‘The effect of language proficiency on family relationships’ and ‘The acculturation of parents and children as mediated by language’. Across studies, there was significant heterogeneity in definition of concepts and a diverse range of measures employed. In addition, the studies identified suggest a positive link between minority language maintenance and child well-being, and a positive influence of bilingualism, rather than knowledge of only the home or the majority language. However, the directionality of these relationships will need to be investigated in future research. Originality: This is the first scoping review conducted systematically to explore the link between bilingualism in the family and child well-being internationally. It builds on previous work such as a narrative review which examined this association in the European context.
Abstract.
Howard K, Gibson J, Katsos N (2020). Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism.
Journal of Autism and Developmental Disorders,
51(1), 179-192.
Abstract:
Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism
AbstractA growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents’ perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child’s autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family.
Abstract.
Howard KB, Katsos N, Gibson JL (2020). Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings.
British Educational Research Journal,
47(2), 427-449.
Full text.
2019
Howard KB, Katsos N, Gibson JL (2019). The school experiences of bilingual children on the autism spectrum: an interpretative phenomenological analysis. Research in Developmental Disabilities, 87, 9-20.
Howard K, Katsos N, Gibson J (2019). Using interpretative phenomenological analysis in autism research.
Autism,
23(7), 1871-1876.
Abstract:
Using interpretative phenomenological analysis in autism research
Qualitative studies within autism research are gaining prominence, yet there is little evidence about the usefulness of particular qualitative approaches in reflecting the perspectives and experiences of autistic participants. This short report serves to introduce interpretative phenomenological analysis as one among a range of qualitative approaches to autism research. We argue that certain features of interpretative phenomenological analysis, including its commitment to an equality of voice and researcher reflexivity, may help to illuminate the experiences of autistic individuals. The procedures of interpretative phenomenological analysis are presented through the lens of 10 studies into autistic people’s experiences, and a case is made for the suitability of this approach within qualitative autism research.
Abstract.
2017
Howard K (2017). A Critical Study of Motivation and Social Constructivism in the Modern Foreign Languages Classroom.
Student Teacher Perspectives,
4, 34-41.
Full text.
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Teaching
I teach on the following modules in the GSE:
MSc Psychology (Conversion) (Online and Campus programmes)
ERPM006: Cognitive and Developmental Psychology
ERPM008: Children and Young People’s Mental Health
MA Education Online
EFPM013Z Introduction to Educational Enquiry
MEd TESOL
EFPM239 TESOL Dissertation