Hannah Davidson

Hannah Davidson

Tutor, Lecturer and Outreach Officer in Linguistics

University of Oxford/Open University


I am a Tutor, Lecturer and Outreach Officer in Linguistics at the University of Oxford, a researcher at the University of Reading and an Associate Lecturer in German at the Open University. I am currently collecting and analysing data from young language learners on the ‘Progression in Primary Languages’ project. I have previously investigated multilingualism in Mauritian Creole-speaking and Telugu-speaking communities. For my PhD I studied the development of Mauritian Creole’s tense, mood and aspect (TMA) system and my recent postdoc project explored discourse markers in Mauritian Creole.


  • Multilingualism
  • Creole languages
  • Language change
  • Grammaticalization
  • Linguistic Landscapes
  • Languages in Education
  • Language Teaching
  • Outreach
  • EFL


  • D.Phil in Comparative Philology and General Linguistics (Mauritian Creole), 2021

    University of Oxford

  • M.Phil in General Linguistics and Comparative Philology, 2018

    University of Oxford

  • M.A in European Linguistics (French, Norwegian, Linguistics), 2015

    University of Freiburg, Germany

  • B.A in Language Learning (French, German, Linguistics), 2012

    University of Southampton

  • Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA) Pass A., 2020

    Teaching House



Postdoctoral Research Associate

University of Reading

Dec 2023 – Present Reading/remote
  • Research into ‘Progression in Primary Languages’ education (PI: Dr Rowena Kasprowicz). Materials for young language learners, data collection in schools and data analysis

Associate Lecturer

Open University

Sep 2021 – Present Remote

Responsibilities include:

  • Tutor for the Beginner’s German first year undergraduate module L103 - responsible for pastoral support of 18 students, giving tutorials and marking asssignments
  • Learning Advisor for two elementary Spanish courses

Outreach Officer

University of Oxford

Jun 2022 – Present Oxford

Responsibilities include:

  • Organising the Linguistics UNIQ summer school, promoting Linguistics and answering questions at Open Days, organising and delivering workshops and taster sessions for school-aged children from Y8-Y13

AHRC Postdoctoral Fellow

University of Oxford

Mar 2023 – Sep 2023 Oxford
  • Multilingualism and language attitudes in Mauritian-Creole-speaking and Telugu-speaking communities

Postdoctoral Research Assistant in Romance Linguistics

University of Oxford

Jan 2022 – Mar 2023 Oxford
  • Project funded by the John Fell Fund (PI: Prof. Sandra Paoli) investigating discourse markers in Mauritian Creole



Ecologies of Creole Multilingualism workshop

Organisation of a hybrid workshop about Creole Multilingualism

Language attitudes towards Mauritian Creole

Reported and actual language attitudes towards Mauritian Creole

Language attitudes towards Telugu

Language attitudes towards Telugu

Discourse markers in Mauritian Creole

An investigation of three discourse markers in Mauritian Creole

The Linguistic Landscape of Mauritius

Language in Mauritius' public spaces.

Recent & Upcoming Talks

Working with Creole data. A comparison of Mauritian and Louisiana Creole

Ecologies of Creole Multilingualism workshop

The role of language contact in the development of Mauritian Creole discourse markers

Talk at the SPCL Summer Meeting in Groningen

Discourse Markers based on dir ('to say') in Mauritian Creole

Talk given online at the SPCL Winter Meeting

Language contact in the development of Mauritian Creole’s past markers

Talk given online at the workshop on Historical language contact and emergent/emerging varieties in the Indian Ocean in Bremen

Influences on Mauritian Creole’s early development of past marking

Talk given online at the Societas Linguistica Europaea Annual Conference

Recent Posts

Mother-tongue education

For children growing up speaking the majority language of a country, there is often no question about what language will be used when they start school. This, however, is not the case for 40% of children all over the world, who are confronted with a completely foreign language when they go to school for the first time (UNESCO 2016).

One rule for L1 and another for L2 speakers…?

It occurred to me recently how differently the same utterance can be viewed depending on who utters it. It was simply a case of a noun which had been verbed which got me thinking.












Mauritian Creole

B2 Passive