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Biography
Rose A. Upor is an Associate Professor of Linguistics at the University of Dar es Salaam. With over two decades of research in language learning research, her most recent work explores a phenomenology of the use of technology in post-pandemic teaching by pre-service language teachers. She also has research interest in language learning/teaching and technology, digital literacy among language teachers, multiliteracies and L3 language acquisition. Moreover, Rose has contributed chapters to the COVID-19 Pandemic Series under Routledge Taylor and Francis Group. This series examines the impact of the COVID-19 pandemic on individuals, communities, countries and the larger global society from a social scientific perspective.
Rose is the first female Principal of the College of Humanities at the University of Dar es Salaam. She has a doctoral degree from the University of Georgia, USA while Masters and Bachelor’s degrees are from the University of Dar es Salaam. She has extensive experience in university governance and she has over 14 years’ experience in senior leadership and executive roles. She has served as a convenor of several committees on various policy and strategy development for the university. Rose has received executive leadership training from the Harvard Business School and INSEAD (Europe campus). Regionally, Prof. Upor is the President and Chairperson of the Partnership for Africa’s Next Generation of Academics (PANGeA).
Research Interest
Contacts
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Projects
Principal Investigator
CODESRIA Advanced Senior Researcher Grant
$15,000
2024 - 2025
Principal Investigator
University of Dar es Salaam, 5th Competitive Research and Innovation Grants
TZS 19,430,000
2023 - 2024
Co-Principal, Investigator
Deutscher Akademischer Austauschdienst (DAAD)
€250,000
2019 - 2022
Co-Principal Investigator
Consortium of Humanities Centres and Institutes (CHCI)
$250,000
2019 - 2022
Publications
Upor, R.A. (2021). Rater agreement and disagreement in the measurement of English article acquisition suppliance and accuracy, Language Learning and Teaching Journal, Vol. 24 (1), pp.126-148, DOI: https://doi.org/10.24071/llt.v24i1.2603
Upor, R.A. (2021). Rethinking Teaching and Learning Language in the New Era:Lessons from the COVID-19 Pandemic in Tanzania,Language Learning and Teaching Journal, Vol. 24 (2), DOI:https://doi.org/10.24071/llt.v24i2.3262
Upor, R. A. &Mihayo, M. (2021).Dual Language Instruction: The Instruction of Civics in Three Public Primary Schools in Tanzania, UTAFITI, Vol. 16 (2) pp163 – 183, DOI: https://doi.org/10.1163/26836408-15020046
Kaoo, L. &Upor, R. A. (2021). Lemmatic influence on vocabulary acquisition among L3 English language learners in Tanzania. Indonesian Journal of Applied Linguistics, 11(1), 741-749. https://doi.org/10.17509/ijal.v11i1.34671
Upor, R. A. &Olomy, J (2021). The Role of Age and Exposure in English Vowel Perception and Production among Native Swahili Speakers, Parole: Journal of Linguistics and Education, 11 (2), 85-97, DOI: 10.14710/parole.v11i2.85-97
Upor, R. A. (2023). Adapting Language Teaching and Learning in Sub- Saharan Africa: Lessons from the COVID-19 Pandemic in Tanzania, In Michael Ryan (Ed). COVID-19: Pandemic Pitfalls and Possibilities, The COVID Pandemic Series, Routledgehttps://www.routledge.com/Pandemic-Pedagogies-Teaching-and-Learning-during-the-COVID-19Pandemic/Ryan/p/book/9781032348438
Upor, R. A. & Olomy, J. (2022). Vowel Perception and Production in Native ki-Swahili Speaking Children Acquiring English as a Foreign Language. UTAFITI, Vol. 17 (1), 81- 106, https://doi.org/10.1163/26836408-15020059
Upor, R. A. (2022). Harnessing Digital Literacy Practices of Pre-service English Language Teachers in Tanzania. Papers in Education and Development (PED), Vol. 40 (1),1-19 https://www.ajol.info/index.php/ped/issue/view/21098
Upor, R. A. (2024). The Impact of COVID-19 on Postgraduate Classroom-based Research: An African Perspective. In J. Michael Ryan, Valerie Visanich and Gaspar Brändle (Eds) Transformations in Social Science Research Methods during the COVID-19 Pandemic, The COVID-19 Pandemic Series, London: Routledge https://doi.org/10.4324/9781032646824
Upor, R.A. (2024). Textbook use in developing multiliteracies by pre-service English language teachers in Tanzania: A phenomenological study, In Leonardo Veliz, Michelle Yvette Picard and Miguel Farais (Eds). Reimagining literacies pedagogy in the 21st century: Theorising and enacting multiple literacies for English language learner. DOI:10.13140/RG.2.2.21506.96962