I am an applied linguist specialising in language learning and teaching, with research experience spanning linguistic, cognitive and educational approaches to the study of bi/multilingualism. As Impact Evaluation Analyst at Cambridge University Press & Assessment, I evaluate English language teaching, learning and assessment programmes for stakeholders worldwide.
Biography
Before joining Cambridge in 2026, I was Lecturer in Applied Linguistics & TESOL and Programme Lead for undergraduate degrees in Linguistics & TESOL at York St John University, where I also served as Research and Knowledge Exchange Lead at the Community Language School (2023–2026).
I hold a PhD in Linguistics and English Language, an MSc in English Language and a PGCert in Academic Practice from the University of Edinburgh. During my doctoral studies at Edinburgh (2018–2023), I worked on various language learning and teaching projects supported by funding from the Arts and Humanities Research Council, Una Europa and Erasmus+. I taught different linguistics and language acquisition modules, gaining Fellowship of Advance HE (FHEA), and I also contributed to public engagement activities at Bilingualism Matters.
Before relocating to the UK, I completed my BA in English and German at Sapienza University of Rome (2013–2016), following an Erasmus+ exchange at Trinity College Dublin (2015–2016).
Research
My main research interests lie at the intersection of psycholinguistics and language education, with a focus on bi/multilingualism.
On the psycholinguistics side, I examine how speaking more than one language shapes language, cognition and emotion. This includes work on first language attrition in adult second language speakers, the cognitive effects of intensive language learning and hate speech perception in bilingual individuals.
My language education work explores how multilingualism plays out in language learning/teaching contexts, from heritage language maintenance in community language schools to translanguaging pedagogy and arts-based approaches.
I also work on questions of equity, diversity and inclusion, including international student participation in higher education and queer pedagogies in TESOL, and have a developing interest in the ethical use of generative AI in language learning, teaching and assessment.
Publications
- Zingaretti, M. & Meddegama, I. V. (2026). ‘It helps bridge gaps’: Translanguaging as a pedagogy for inclusion at a community language school. Language and Education, 1–24. Advance online publication. https://doi.org/10.1080/09500782.2026.2685128.
- Zingaretti, M., Spelorzi, R., Sohanpaul, T. & Sorace, A. (2026). The linguistic and cognitive effects of a one-week online Italian language course: A pilot study. Journal of the European Second Language Association, 10 (1), 32–47. https://doi.org/10.22599/jesla.152.
- Zingaretti, M. & Frear, L. (2025). The benefits and challenges of queering TESOL: A qualitative research synthesis. Innovation in Language Learning and Teaching, 1–23. Advance online publication. https://doi.org/10.1080/17501229.2025.2551126.
- Zingaretti, M., Chondrogianni, V., Ladd, D.R. & Sorace, A. (2025). L1 attrition vis-à-vis L2 acquisition: Lexicon, syntax–pragmatics interface, and prosody in L1-English L2-Italian late bilinguals. Languages, 10 (9), 224. https://doi.org/10.3390/languages10090224.
- Zingaretti, M., Garraffa, M., & Sorace, A. (2024). The impact of bilingualism on hate speech perception and slur appropriation: An initial study of Italian UK residents. In S. Cruschina & C. Gianollo (Eds.), An investigation of hate speech in Italian: Use, identification, and perception (pp. 193–230). Helsinki University Press. https://doi.org/10.33134/HUP-27-6.
- Zingaretti, M. & Spelorzi, R. (2022). One size fits none in international higher education: A UK-based case study on how to foster inclusive participation and active engagement in the classroom. Postgraduate Pedagogies, 2 (1), 73–97. https://doi.org/10.82191/pp.13.
Teaching and Supervisions
LOT Summer School, Centre for Language and Cognition, University of Groningen, 22–26 June 2026
School of Education, Language and Psychology, York St John University, 2023–2026
- Research Methods (MRes)
- Lesson and Materials Design for TESOL (Year 3/4 UG)
- Second Language Acquisition and TESOL (Year 2 UG)
- Language at Work (Year 2 UG)
- Introduction to Linguistics and Multilingualism (Year 1 UG)
Institute for Academic Development, University of Edinburgh, 2021–2023
- Dissertation Writing (Honours and MSc)
European Languages and Cultures, University of Edinburgh, 2020–2023
- Foundation Italian Language 1 (Year 1 UG)
- Italian 1 (Year 1 UG)
Linguistics and English Language, University of Edinburgh, 2018–2023
- First Language Acquisition (Honours and MSc)
- Second Language Acquisition (Honours and MSc)
- Child Bilingualism: Language and Cognition (Year 2 UG)
- Introduction to Cognitive Science (Year 2 UG)
- Linguistics and English Language 1A, 1B, 2D (Year 1 UG)
Philosophy, Psychology and Language Sciences Skills Centre, University of Edinburgh, 2018–2023
- Essay and Dissertation Writing (Honours and MSc)
- PhD: Culhane, M. (2025–present). Research area: language ideologies in community language schools; with Dr Indu Vibha Meddegama and Dr Thea Karagialidis (York St John University)
- PhD: Chandrasiri, M., (2025–present). Research area: translanguaging for inclusion in higher education; with Dr Indu Vibha Meddegama and Prof Chris J. Hall (York St John University)
- MA: Frear, L. (2023–2024). Research area: queer pedagogies in TESOL.
Other Professional Activities
I am Fellow of Advance HE and have been a member of different international associations and networks, including Bilingualism Matters, the British Association for Applied Linguistics, the European Second Language Association, the Education, Languages, and Internationalisation network, the UK Advising and Tutoring association, the Association of Italian Scientists in the UK and the UK Evaluation Society. I am also an external research collaborator at the Community Language School.
My peer-review contributions include grant reviewing for the Arts and Humanities Research Council (AHRC)–UK Research and Innovation (UKRI) and the National Science Centre of Poland (Narodowe Centrum Nauki), as well as journal reviewing for Behavioral Sciences, Bilingual Research Journal, Education Sciences, Italiano LinguaDue, Languages, Second Language Research, Teaching and Teacher Education, The Language Learning Journal and The Modern Language Journal.
