Christine Raschka

Christine Raschka is an Associate Professor at the School of Health Sciences, University of East Anglia (UEA), with a strong academic background in applied linguistics and speech sciences. Her career spans teaching, research, and clinical practice, with affiliations at Northumbria University, Newcastle University, and international engagement at the University of Michigan.

• PhD, Newcastle University, 1996
• BSc (Hons) in Speech and Psychology, Newcastle University, 1992

Her research focuses on bilingualism in adults and children, second language acquisition, code-switching, and the role of prosody in intercultural health communication. She has explored how linguistic and social factors influence language development, especially among British-born Chinese children and in EFL classrooms in Taiwan. Her recent collaborative work with Zoe Butterfint investigates intonation patterns in non-native speaker health interactions, bridging linguistics and clinical practice.

The publication trends reflect a deep engagement with sociolinguistic theory, language education, and clinical applications. Her work frequently appears in journals such as International Journal of Bilingual Education and Bilingualism and Journal of Multilingual and Multicultural Development, with recurring themes including code-switching, minority language rights, and the social context of language learning. The articles show a consistent trajectory from descriptive syntax to applied sociolinguistics and health communication.

Christine Raschka is an active member of key professional organizations:

• Royal College of Speech and Language Therapists (Member since 2000)
• Health and Care Professions Council (Member since 2003)

She has held significant administrative roles, including Associate Director of Learning and Teaching, School Plagiarism and Collusion Officer, and Module Co-ordinator for Professional Development. She has also served as a visiting placement tutor. Her teaching covers sociolinguistics, bilingualism, second language acquisition, and descriptive syntax. Though no formal grants or student supervision records are listed, her collaborative research and editorial roles indicate strong academic leadership and mentorship.

She contributes to academic discourse through conference presentations and editorial work, particularly in sociolinguistic research ethics and minority language studies. Her work emphasizes ethical research practices and community engagement, advocating for research 'with' rather than 'on' minority language speakers.