Nia E Young

Name
Dr. Nia E. Young
Position
Lecturer in Childhood Studies
Email
nia.young@bangor.ac.uk
Phone
01248 383070
Location
035.1 Hiraethog 1, Normal Site

My initial experience was within psychological fields.  I have worked for companies providing psychological assessment of parents involved in care proceedings, in a secure unit for offenders with mental illness and with the Child and Adolescent Mental Health Service (CAMHS).  I progressed from this to research roles, investigating the impact of bilingualism on executive functioning skills across the lifespan.  This fostered my interest in bilingualism as a research topic, particular how it intersects with individuals’ experience and understanding of themselves and the world around them. 

My current research interests include the impact of bilingual literacy on children’s self-esteem, specifically investigating the Welsh-English literacy abilities of children in schools in Wales.  I am particularly interested in children’s development of identity and the role that society plays in this (e.g. in constructing ideas about gender, race, etc) and how this can be supported.  I am also currently involved in research concerning University students’ engagement with their course, including how ideas are understood and incorporated into wider understanding and how bilingual teaching affects their experiences of university life. 

Teaching

BA Astudiaethau Plentyndod/Childhood Studies

  • Plant a Chymdeithas/Children and Society
  • Mentora a Chyfeillio/Mentoring and Befriending
  • Plant, Llenyddiaeth a Llen/Children, Literature and Literacy
  • Hunaniaethau mewn Plentyndod/Identities in Childhood
  • Plant a Chamdrin Sylweddau/Families and Substance Abuse

Supervisor topics:

  • Investigating parents’ choice to home school children
  • Inclusive teaching strategies
  • Evaluating the impact of support group intervention on the self-esteem of children
  • The importance of resilience for trainee teachers and its development through mindfulness.
  • Identifying dyslexia in children learning Welsh as a first language and developing specific interventions to support these children.

Research Group

  • Bilingualism, Language Development and Bilingual Education
  • Inclusion/ Special Educational Needs
  • Bilingual Education and Special Educational Needs
  • Teacher Education and Professional Development

Publications

Young, N.E., Thomas, E. M., Rhys, M. & Kennedy, I.  ‘The linguistic, cognitive and emotional consequences of minority language bilingualism’.  Book chapter in preparation.

Young, N. E. & Thomas, E. M. ‘The impact of home language use on the development of literacy skills: comparing bilingual and monolingual children in primary and secondary schools’. In preparation to be submitted to the International Journal of Bilingual Education and Bilingualism.

Gathercole, V.C.M, Thomas, E.M., Kennedy, I., Prys, C., Young, N., Viñas-Guasch, N., Roberts, E.J., Hughes, E.K. & Jones, L. (2014).  Does language dominance affect cognitive performance in bilinguals?  Lifespan evidence from preschoolers through older adults on card sorting, simon, and metalinguistic tasks.  Frontiers in Psychology.  5, (11).

Gathercole, V.C.M.; Thomas, E.M.; Jones, L.; Guasch, N.V.; Young, N.; & Hughes, E.K. (2010). Cognitive effects of bilingualism: digging deeper for the contributions of language dominance, linguistic knowledge, socio-economic status and cognitive abilities. International Journal of Bilingual Education and Bilingualism. 13, (5) 617-664.

Thomas, E.M., Lloyd-Williams, S., & Young, N.E. Exposing the hidden complexities of a transparent orthography: good and poor readers’ spelling difficulties in relation to plural morphology in Welsh. Mewn paratoad i’w gyflwyno i Applied Psycholinguistics.

Young, N.E. & Thomas, E.M.  Literacy in Welsh-Medium Schools: Does initial instruction in Welsh impact acquisition of English?  (Mewn Paratoad)

Conference Presentations

Young, N. E. & Smith, A. (2015) The dragon in the room: Pedagogical reflections on teaching and learning in a bilingual environment.  The 11th Annual Conference of the British Educational Studies Association. Cardiff.  June 25 – June 26

Swerdlow, T., Young, N. E. & Smith, A. (2015) Expanding horizons or ruining Disney?  An investigation of students’ experience of threshold concepts in Childhood Studies.  The 11th Annual Conference of the British Educational Studies Association. Cardiff.  June 25 – June 26

Smith, A. & Young, N.E.  (2014) Shifting attitudes and critical thinking in students of childhood studies:  A pilot study.  The 10th Annual Conference of the British Educational Studies Association. Glasgow.  June 26 – June 27

Young, N.E., Thomas, E.M. & Ware, J. (2013)  Bilingualism, orthography and self-esteem:  How children learning to read and write in Welsh and English view themselves.  2013 SRCD Biennial Meeting.  Seattle.  April 18 - April 20.

Young, N.E., Thomas, E.M. & Ware, J.  (2012)  Factors influencing literacy skills and self-esteem of students learning to read in transparent vs. opaque orthographies.  International Conference: Bilingual and Multilingual Interaction.  Bangor.  Mawrth 10 – Ebrill 1.

Young, N.E., Thomas, E.M. & Ware, J.  (2012)  Factors influencing literacy skills and self-esteem of students learning to read in transparent vs. opaque orthographies.  Byd Plentyn – Gweithio Gyda’n Gilydd at Ddyfodol Gwell.  Aberystwyth.  Mehefin 27 – 29.

Young, N.E., Thomas, E.M. & Ware, J.  (2011)  Factors influencing literacy skills and self-esteem of students learning to read in transparent vs. opaque orthographies.  Reading, Literacy & Learning:  62nd Annual International Dyslexia Association Conference. Chicago.  Tachwedd 9 – 12.

Young, N.E., Thomas, E.M. & Ware, J.  (2011)  Factors influencing literacy skills and self-esteem of students learning to read in transparent vs. opaque orthographies.  Child Language Seminar.  Newcastle.  Mehefin 13-14

Gathercole, V. C. Mueller, Thomas, E., Young, N., Jones, L., Cunnington, L., & Viñas Guasch, N. (2008). Language balance in bilinguals and executive function tasks. Models of Interaction in Bilinguals : International Conference of Centre for Research on Bilingualism in Theory and Practice, Bangor, October 24-26.

Grants

  • Coleg Normal Fund: “Establishing a “Bangor: Advancing Knowledge in Education Research (BAKER)” Lecture Series” (Young, N.E., £2, 540.50)
  • Coleg Cymraeg Cenedlaethol: “Establishing a Bilingualism in Education conference” (Young, N.E., £2210)
  • Coleg Cymraeg Cenedlaethol: “Exposing the hidden complexities of a transparent orthography: good and poor readers’ spelling difficulties in relation to plural morphology in Welsh”  (Thomas, Lloyd-Williams & Young, £2,464)