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Past LLTA events

2016/17: Term 1 events

LLTA staff meeting

Wednesday 19th October at 1-2pm in room S0.28

External speakers Series

Andrea Nava and Luciana Pedrazzini (University of Milan, Italy)

ELT in Italy in the 1980s and 1990s: The spread of communicative language teaching
and a return to grammar

Wednesday 26th October 2016, 1-2pm, Room S0.28 (Social Sciences Building)

In the 1980s and 1990s, a number of innovating proposals made their way into the traditional Italian scenario of foreign language teaching. These proposals were both boosted by local school reforms and theoretically motivated by the communicative-oriented teaching principles that had originated outside the Italian context and spread over Europe since the mid Seventies. The idea for this presentation comes from our interest in investigating the extent to which these innovative orientations came to have (or failed to have) an impact on English language teaching materials published locally. After providing a general account of the key events that characterized foreign language teaching in the Italian context in the 1980s and 1990s, we report on the preliminary findings
of a small-scale study that has focused on a corpus of Italian-produced secondary school EFL coursebooks and grammar books.

Staff speakers series

Steve Mann, Andy Davidson, Jo Gakonga, Tilly Harrison, Steve Mann, Penny Mosavian and Lynnette Richards

Video in language teacher education

Wednesday 16th November 2016, 1-2pm, Room S0.28 (Social Sciences Building)

This session reports on early progress on a British Council funded project called Video in Language Teacher Education. This project aims to map the current use of video and visual media tools in language teacher education and build understanding and awareness for practitioners involved in teacher education. There is growing evidence that video and visual media are increasingly being used in language teacher training and development (Walsh 2011), undoubtedly because effective use of audio-visual media can have a positive impact on trainee engagement, motivation and autonomy (Gaudin and Chaliès 2015). In this session, we hope to draw on the experience and contacts of the LLTA in establishing an online community of practice.

Doctoral speakers series

Jo Gakonga

Leading horses to water: Scaffolding learning in mentoring interactions.

Wednesday 30th November 2016, 1-2pm, Room S0.28 (Social Sciences Building)

This session reports on a pilot study into mentoring interactions done in January-March 2016. This involved experienced teachers on the MA programme, who were taking the Teacher Education and Development module, gaining experience as teacher educators by mentoring the pre-service student teachers on the ELTSM strand of the same degree. The aim of the session is to present early findings and to elicit feedback and discussion on them in order to clarify thoughts for a possible paper on the subject. Using extracts from mentoring conversations, pre- and post-observation, I will show examples of how scaffolded learning in mentoring relationships can be constructed and also how opportunities for scaffolding learning are missed in what Bliss et al (1996) refer to as pseudo-interactions or ‘hints and slots’ scaffolds.

2015/16: Summer Term events

Pecha Kucha 2016 

2015/16: Term 3 events

Danijela Trenkic University of York
Language measures as predictors of key academic skills and educational outcomes for international students

Wednesday 11th May 2016, 1-2pm, Room R0.12 (Ramphal Building)
An increasing number of university students pursues education in English as a foreign language. An implicit assumption is that their English is good enough, or would improve sufficiently, to allow them to fulfil their academic potential. Yet, research suggests that international students achieve fewer good degrees than home students do. In this talk, I report a study on how language abilities of newly-arrived students impact on the development of two key academic skills – reading comprehension and text writing – and on their academic results. I discuss how research could inform university provision to ensure that educational experience and outcomes of international students are not compromised.

2015/16: Term 2 events

All events this term take place at 1-2pm in Room R0.12 (Ramphal Building)

10th Feb 2016: LLTA Doctoral Speakers Series
Ana Ines Salvi: Developing understanding of criticality in English for Academic Purposes via Practitioner Research

In this presentation I will report on (the literature, data collection process and preliminary analysis of) an ongoing doctoral study on understanding criticality development in my own English for Academic Purposes teaching practice in Higher Education in the UK. This is framed as Ethnographic Practitioner Research (Cooper and Ellis, 2011) very much influenced by a Pedagogy for Autonomy (Holec, 1981; Dam, 1995) and Exploratory Practice (Allwright and Hanks, 2009). Arts-enriched research methods (Eisner, 1981, 1998, 2001, 2008) have been deployed in an attempt to ‘capture the ineffable and hard-to-put-into-words’ (Weber, 2008), to ‘inspire creative thought’ (McNiff, 2008: 32), to ‘challenge […] the dominant, entrenched academic community and its claims to scientific ways of knowing’ (Finley, 2008: 72), and ‘to go beyond a verbal mode of thinking, and this may help include wider dimensions of experience, which one would perhaps neglect otherwise’ (Bagnoli, 2009: 565), among others. This kind of research – Practitioner Research; its methodology – arts-enriched research methods; and its object of enquiry – criticality development – all seem to fit well with one another in that they call for inclusivity, imagination and creativity, difference, and emancipation.

24th Feb 2016: LLTA External Speakers Series
Andrea Révész (UCL Institute of Education)
Assessing cognitive task demands: Insights from teachers and behavioural measures of learner performance

The field of instructed second language (L2) acquisition has seen an increasing interest in the construct of task as a pedagogical tool for promoting L2 learning. Much of the empirical research has been inspired by cognitive-interactionist models for task-based language learning. Although these models regard cognitive task demands as a key independent variable, little research exists that has investigated how task demands can be validly and reliably measured. In this talk, I will discuss and demonstrate how triangulating data obtained via various methods, such as eye-tracking, dual task methodology, questionnaires, and verbal protocols, may help address this gap in the literature.

9th March 2016: LLTA Internal Speakers Series
Annamaria Pinter: Working with children as co-researchers: Teacher development issues

This talk is a report on work in progress related to a UK ELTRP project in India. The project is exploring the feasibility of involving children alongside their teachers as co-researchers in primary English classrooms. A set of three workshops were organised India ( between February 2015 - February 2016) where teachers and children came together to share their experiences and report on the work happening in their classrooms. There is evidence in our data that both children and teachers benefit a great deal from working in this way but this talk will specifically focus on the links between working with children as co-researchers and language teacher professional development.

2015/16: Term 1 events (October 20 - December 1, 2015)

(all events took place at 4:30-5:30 pm, Room R0.12)

20th October, 2015
LLTA external speakers series
William Sughrua, Universidad Autónoma “Benito Juárez” de Oaxaca
‘Alternative’ Academic Writing in TESOL Research

This presentation has two parts. First of all, it reports on a qualitative investigation inquiring as to perceptions of and publishing experiences with ‘alternative’ academic writing in TESOL. The data collection methods consist of semi-structured interviews and email correspondence with TESOL scholars, journal editors, and journal referees, along with a type of action research in writing/publishing whereby during two years I submitted my own ‘alternative’-oriented academic articles to mainstream journals in TESOL and received rejection reports from reviewers and editorial correspondence, which form an interesting base of qualitative data. (I should note here that, retroactively in the post-rejection stage, I requested and received permission to use this TESOL editorial correspondence and referee reports as data.) The issues to emerge from the interview, email, and action research data include (non)genericism in academic writing, teacher versus researcher identity, disciplinary change, and interpretative paradigms. The conclusion points to the need for activism on the part of TESOL academics, so that such ‘alternative’ writing could get its foothold in the TESOL literature where it could coexist alongside ‘conventional’ research writing. Secondly and finally, this presentation contemplates ways of argumentatively defending and promoting this ‘alternative’ academic writing within TESOL.

(This talk will take place via video link, and -- apart from being for an audience in Room R0.12 - it will be viewable outside the university via the following link (live from 4.20pm BST onwards): Comments and questions can be tweeted to @eltedjournal or emailed as you are viewing to

This talk has been arranged in connection with a call for contributions on 'Innovative writing in English language teacher education and development' (deadline extended to 31st October) for a special issue of our own journal, English Language Teacher Education and Development 

3rd November, 2015
LLTA group meeting

17th November, 2015
LLTA Doctoral Speakers Series

Saeede Haghi
An Investigation of Post-enrollment English for Academic Purposes Provision in Higher Education Institutions in the UK

Roy Wilson
A Predictive Validity Study of the Pearson Test of English Academic (PTEA): the English language proficiency and ownership of English of outer circle students and their academic performance at UK universities

Large numbers of international students take academic English tests in order to demonstrate their proficiency in English for academia in countries such as the UK. This study explores the relationship of one of these tests (the PTEA) to students’ subsequent academic performance at university (predictive validity). There are two gaps I address in this study:Firstly, I focus on students from countries in the ‘outer circle’ (Kachru, 1985) to explore their study experiences, proficiency and academic performance. Many students from these countries have a usage and ownership of English inherited through colonialism including English-medium teaching in education systems (Widdowson, 1994; Higgins, 2003; Davies et al, 2003; Read, 2015). Secondly, the study seeks to reconceptualise predictive validity moving away from a solely quantitatively-measured results or ‘achievement’ - based approach to one looking at ‘study experiences’ (Banerjee, 2003; Fox, 2004) and ‘language behaviour’ (Ingram & Bayliss, 2007). The research was conducted in two strands in a convergent mixed methods study. The first strand explored aspects of language proficiency and the ownership of English of outer circle students using a large data set of test scores, university admissions policy documents and the views of Pearson representatives and outer circle students collected in interviews and questionnaires. The second strand looked at qualitative data in the form of interviews in tutorials with four students from Anglophone West Africa on their academic experiences in the UK, both in terms of English language issues and study experiences.

1st December, 2015
LLTA Staff Speakers Series

Ema Ushioda
The predictive validity of TOEFL iBT … and the unpredicted difficulties of a research project

In this presentation I will report on a research project I have worked on with Claudia Harsch to investigate the predictive validity of TOEFL iBT® scores and their use in informing policy in a UK university setting. The project, funded by ETS TOEFL iBT® Council of Research (2013–16), aimed to investigate what links, if any, there are between international postgraduate students’ initial TOEFL iBT English language entry scores and their academic progress during their degree programmes. The study also investigated students’ and their tutors’ perceptions of students’ linguistic preparedness for academic studies in the UK.

However, although I will report briefly on the project and its outcomes, my main focus in this presentation will be on the unpredicted problems and challenges we faced during the lifetime of the project (relating to, for example, negotiations with our funding body, participant recruitment, researcher recruitment and retention, and team-working). Although these difficulties were specific to this project, the more general issue of how we deal with unexpected problems and challenges during the research process will undoubtedly have relevance to many.

2014/15 (Summer Term)

23 July 2015, 2.00-3.30pm, Room A1.11
English language teaching expansion in South America: Challenges and Opportunities
Dr Cristina Banfi, Ministry of Education, Buenos Aires

English language teaching has become a prominent topic in the discourse of many politicians in Latin America. International organisations have provided funding for projects in this area and different organisations are interested in participating in the wave of projects being implemented. There has been a clear move from a laissez-faire attitude to language teaching that viewed English Language as a marginal school subject to an approach that takes on the social demands and attempts to implement innovative solutions in what appears to be an all-win situation. This presentation will review this situation and point out the challenges faced if these initiatives are to be sustainable over time.

Dr Cristina Banfi has been Director of the Foreign Languages Department in the Ministry of Education, Buenos Aires. for the last five years. She is also a Course Designer and Materials Writer for the British Council's Ceibal en Inglés project, and a Lecturer in Second and Foreign Language Acquisitions on the MA programme at the Instituto Superior del Profesorado "Dr. Joaquin V. Gonzalez".

Video for ALL Sessions - 27 May and 16 June 2015

University of Warwick is part of a European team investigating video for language learning and teaching. We are designing a website to provide example materials and ideas related to video for teachers. We are offering two sessions this term to introduce some of the materials and pilot them with you. The first session concentrates on the web site and teaching resources and materials. The second session is aimed at getting you to think about making video material for or with language learners. If you would like to attend one or both of these Video for All sessions – please e-mail Nik Frost to book a place ( Places will be limited to 30 students for each session on a first come first served basis.
Video for ALL (Session 1), 27 May (2pm-3.30pm), Room A1.11

Steve Mann and Russell Stannard will introduce the EU project Video for ALL and invite you to pilot some of the videos and resources that we have made available. We think you and your colleagues in the future might find this a valuable resource for better understanding how to integrate video into language teaching.
Video for ALL (Session 2), 16 June (3pm-4.30pm), Room S0.18

Patrick Flavelle and Steve Mann will introduce some basic steps and tips for making videos. Patrick is an experienced director and producer. He has worked in film and television for 20 years and has worked as cameraman, director, and producer for BBC and Maverick Television. He is going to offer you a workshop in making attractive and interesting video content.

Term 2, 2014/15

Wednesday Week 1 (7 January 2015), 2.00-3.00pm, Room A1.11

General meeting

General meeting to finalize plans for the term and to discuss ideas for ways in which LLTA can make connections both with alumni and with potential partner groups in other universities (e.g. EFL University Hyderabad and Delhi University), working towards possible link-ups and exchanges.

Wednesday Week 3 (21 January 2015), 1.00-2.30pm, Room A1.11

British Council India English Partnerships

Michael Connolly and Dr Debanjan Chakrabarti, British Council India

Since 2007, British Council English Partnerships (initially known as Project English) has worked on large scale English teacher education projects across India. Working primarily with 12 state governments, including Bihar, Karnataka, Maharashtra, Punjab, Tamil Nadu and West Bengal, we have trained over 8,071 master trainers and teacher educators who have directly worked with 836,190 teachers to date. Our work in English also brings together policy makers and influencers in education and employment from both private and public sectors through policy-level discussions and dialogues. We support their vision for change by presenting evidence-based local and international research. In this talk we will examine lessons learned over the lifetime of the project and look at critical success factors in managing and implementing teacher education projects. This will include the importance of CPD; the emerging role of technology in teacher education programmes; and the importance of involving all stakeholders, from teachers and head teachers, to central and local level government officials. We will also look at our current work in research and publications and likely areas of thematic interest in the coming years.

Michael Connolly is Assistant Director English Partnerships for the British Council in India. Since coming to India in October 2011, Michael has had a particular focus on a teacher development programme for secondary level English teacher educators in the state of Bihar. As Assistant Director English Partnerships, Michael now manages a geographically dispersed team of over fifty academic and project managers, as well as a freelance pool of more than fifty trainers. He is responsible for overall control of quality assurance in project design and implementation, as well as devising strategies to align work to education policy in India.

Dr Debanjan Chakrabarti is Head, English Language Policy Research and Publications for the British Council in India. He has worked for the British Council in India for over a dozen years now, leading on a number of large-scale partnership projects These include working with state governments in Bihar, West Bengal and Assam. Projects he is currently leading on include the Survey of ELT Research in India (with EFL University Hyderabad and CAL, Warwick University as partners), the Language and Development Conference 2015 (being held in India for the first time in November in New Delhi) and research on multilingual education in Indian schools.

Wednesday Week 4 (28 January 2015), 2.00-3.00pm, Room A1.11

Effects of word spellings on the pronunciation of Italian learners of English as a Second Language

Dr Bene Bassetti, CAL

This presentation will focus on recent research that investigated effects of the orthographic forms of English words (‘word spellings’) on pronunciation in instructed second language learners. I will start by reporting two previous studies (Bassetti & Atkinson, to appear in 2015; Bassetti, under revision) that found effects of consonant and vowel spelling on the duration of consonants and vowels in the production of Italian native speakers with ten years’ experience of English language learning. I will then present plans for future studies.

Dr Bene Bassetti joined CAL as an Associate Professor at the beginning of this academic year and this will be the first opportunity for many of us to get to hear about her research. Further details of her publications and research projects are here.

Thursday Week 4 (29 January 2015), 11.00-12.00, Room B2.04/5 (across the bridge from the library)

Revisiting appropriate methodology: BANA, TESEP and ‘contexts'
 Professor Adrian Holliday, Canterbury Christ Church University

I will go back to my original thinking about appropriate methodology and social context, and re-examine the concepts of BANA, TESEP and context. I will argue that these concepts may be too limiting and prevent us from seeing a wider picture. They may imply that educational problems reside in particular types of circumstances. I will consider that appropriate methodologists need to look widely and deeply at whatever it takes to unlock how to engage with the intelligence of language students. This search must not, however, be stylised within prescribed notions of ‘context’, especially where they correspond with national cultural profiling and any notion of cultural deficiency.

Professor Adrian Holliday began his career in English language education in Iran the early 1970s, and his work has travelled through engagements with a global cultural politics to arrive at current interests in the ideological underpinnings of intercultural communication. In this talk he revisits notions first explored in his influential book Appropriate Methodology and Social Context (Cambridge University Press, 1994).

Wednesday Week 6 (11 February 2015), 1.00-2.30pm, Room A1.11

Issues in the Planning, Implementation and Evaluation of Funded ELT Projects: Short- and Long-term Perspectives
Rod Bolitho, Norwich Institute for Language Education

Project planning in ELT (and in education more generally) has always had to confront the tensions between the relatively short time span for which funding is typically available on the one hand, and the sure knowledge that any change or reform process takes time. In this session I will look at some of the issues that these tensions give rise to:

  • sustainability and the motivations that underlie it
  • the importance of teams
  • managing expectations
  • professional development as a key element in project design
  • ways in which evidence of success is formulated and made known
  • long-term impact evaluation
  • documenting the processes and outcomes in a project
  • cross-fertilisation and learning from experience

We will look at some of these issues through the prism of case studies from the field, and participants will be invited to contribute to discussion from the basis of their own experience.

Rod Bolitho is Academic Director at the Norwich Institute for Language Education (NILE). He has been involved as a consultant to projects in a number of countries since 1990, and has written extensively about his experiences. He is currently working on ELT reform projects in Ukraine and Uzbekistan, and has recently also been active in India, the Russian Federation and Romania.

Wednesday Week 7 (18 February 2015), 1.00-2.30pm, Room A1.11 (Jointly organized with PAD Research Group)

Second Language Pupils in London Schools: A Success Story against the Odds

Professor Catherine Wallace, UCL Institute of Education

In this talk, I will explore the literacy and language development of two groups of second language pupils in London schools: year 5 pupils in a primary school and Year 8 new arrivals in a secondary school. As they navigate their way through the British educational system the learners recount stories of success and setback, allowing us to draw a number of lessons about pedagogy and curriculum. Drawing on the experiences of the London pupils, I conclude with recommendations for a pedagogy which acknowledges the multilingual and multicultural resources of pupils in today’s increasingly diverse world.

Catherine Wallace is Professor of Language and Literacy Education at the UCL Institute of Education, University of London. She has worked in Higher Education in the UK for 37 years and, before then, lectured in English as a foreign language in Italy and Brazil. Her research interests lie in the fields of language and literacy, critical literacy and sociolinguistics, in particular language and identity and the negotiation of rights in multilingual classrooms.

Wednesday Week 8 (25 February 2015) 1-2.30pm, Room A1.11

'Effectiveness of Task-based Learning and Teaching and Mediation Procedures for the Teaching of Business Presentations at a Thai University'
Dr Wuttiya Payukmag, CAL

The presentation focuses on how TBLT and mediation were unified and implemented in tasks for the teaching of business presentations which involve mediation based on dynamic assessment (DA) principles and practices. There will also be a focus on how mixed methods data collection and analysis were carried out in this study. On the basis of challenges and lessons learned about implementing mediation, the presentation also offers ideas for those interested in doing research specifically on DA.

Dr Wuttiya Payukmag passed her Phd viva in CAL at the end of 2014, and will talk about her thesis research. Her research interests include TBLT and mediation practices and she would like to explore further the practices of Dynamic Assessment in foreign language learning and teaching.

Wednesday Week '11' (18 March 2015), 1.30-3.00pm, Room S2.81

Exploratory Practice in initial teacher education and academic research

Dr Inés Kayon de Miller (PUC-Rio, Brazil)

In this talk, I will focus on Exploratory Practice (EP), a form of practitioner research which encourages teachers and learners to enhance their understandings of their own practices (Allwright 2003, 2005; Gieve & Miller, 2006; Allwright & Hanks, 2009). I will illustrate EP work being developed in initial teacher education courses in a private university, in Rio de Janeiro, Brazil. Working within this framework, practitioners collectively engage to understand their local puzzles, by integrating research into their regular academic activities. I will also address some of the challenges faced by practitioners who have been working to bring together practitioner and academic research.

Dr Inés Kayon de Miller is an Associate Professor at PUC-Rio, Brazil. She holds a Masters’ Degree in Teaching English as a Second Language from the University of California at Los Angeles (UCLA) and a PhD in Applied Linguistics from Lancaster University. She is involved in initial and continuing language teacher education at both undergraduate and post-graduate levels. As mentor of the Rio de Janeiro Exploratory Practice Group, she is involved in developing and disseminating Exploratory Practice - a way of encouraging teachers and learners to engage in practitioner research. She has presented papers at international conferences and published widely. In 2006, she co-edited the book Understanding the Language Classroom, published by Palgrave Macmillan.

Thursday Week '12' (26 March 2015), 1.00-4.00pm, Room MS.04

Exploratory Practice: Teachers and learners working together to understand their classroom lives (Workshop)

Dr Inés Kayon de Miller (PUC-Rio, Brazil)

This workshop will offer combined ‘practical’ and ‘theoretical’ opportunities for understanding the underlying rationale of Exploratory Practice (EP), developed in collaboration with Dick Allwright (Lancaster, UK) and the Rio de Janeiro Exploratory Practice Group. Starting from reflection on their own and their learners’ classroom puzzles, participants will be guided to understand how teachers and learners can work jointly for enhanced understandings of what happens in their classroom lives. There will also be opportunities for participants to create and discuss possible adaptations of their regular activities into Potentially Exploitable Pedagogic Activities. Such notions as ‘Planning for understanding’ and ‘Quality of classroom life’, among others that characterize the theoretical foundations of the EP framework, will be discussed.

Dr Inés Kayon de Miller is an Associate Professor at PUC-Rio, Brazil. Further biographical details above.

Wednesday Week '13' (1 April 2015), 1.30-3.00pm, S1.71

The dilemma of a returning ELTE scholar: Popularising qualitative research within a broader (positivist) Applied Linguistics context

Dr Charles Ochieng' Ong'ondo

In this talk, I will highlight the challenge of having to fit what I studied during my PhD in English Language Teacher Education (ELTE) into a Kenyan University Department of Communications Studies (CS) that offers courses within the broader realm of Applied Linguistics (AL). As a returning scholar, fI was faced with the choice of either moving to the supposedly more relevant Department of Curriculum, Instruction and Educational Media (CIEM) or applying an aspect of my PhD scholarship within my home Department of CS. Qualitative research (QUAL) quickly emerged as the most deserving area but the highly positivist context presented another dilemma, which necessitated the QUAL book writing project that I am involved in at present.

Dr Charles Ochieng' Ong'ondo is Head of the Department of Communication Studies at Moi University, Kenya. He obtained his PhD from the University of Leeds with a qualitative investigation of the practicum in English language teacher education in Kenya. He is currently a Visiting Scholar in CAL and is and is working on a book on qualitative research methods.

Term 3: 2014/15

Thursday Week 2 (30 April 2015), 2.00-3.30pm, Room A1.11

Exploring language use and implementation of the South African Language-in-Education Policy in a rural commercial farm community

Dr Jennifer Joshua, Department of Basic Education, South Africa and CAL

The release of the South African Language-in-Education Policy (LiEP) in July 1997 marked a fundamental and almost radical break from the state-driven language policy of the apartheid government to one that recognizes cultural diversity as a national asset, the development and promotion of eleven official languages and the right of individuals to choose the language of learning and teaching The LiEP aimed at providing a framework to enable schools to formulate appropriate school language policies that align with the intentions of the new policy, namely, to maintain home language(s) while providing access to the effective acquisition of additional language(s) and to promote multilingualism. In this talk I report on my doctoral research, which used mixed methods to explore language use and implementation of the LiEP in a rural commercial farm community.

Dr Jennifer Joshua is employed at the national Department of Basic Education as a director for curriculum for grades R—9. Her work involves developing national policy and managing its implementation in the nine provinces in about 20,000 primary schools. She is currently studying as a Hornby scholar in CAL, University of Warwick. Her chapter in a recent British Council publication is here (starting p. 38).

Tuesday Week '14' (7 April 2015), 2.00-3.30pm, Room S1.71

Research design, implementation and impact of the Greek-French project ECONOLANG (The Impact of Economic Crisis on Language Attitudes and Learning Motivation)

Roula Kitsiou (University of Thessaly, Greece)

The presentation highlights issues of implementation of the Greek-French project ECONOLANG: The Impact of Economic Crisis on Language Attitudes and Learning Motivation, which examined, through semi-structured interviews and focus groups, the ways in which multilingualism develops in an era of financial crisis. The research was team-based and multi-site and was conducted in both an organizational (University of Strasbourg, France) and a large-scale setting (11 out of the 13 administrative regions of Greece) over a period of 15 months, from October 2013 until January 2015. The French and Greek teams consisted of 4 and 17 members respectively. My role in this project was that of the main researcher of the Greek team and in this presentation I intend to describe a) the overall nature of our project, b) the research objectives and questions, c) the data collection techniques used, d) the twofold aim of the pilot testing phase (final research instruments, researchers’ training), and e) some of the challenges that emerged during the implementation of the project. Finally, I will discuss the impact of the project’s implementation on the researchers who participated in it as well as the project’s potential impact for the stakeholders of language education policy in Greece.

Roula Kitsiou studied Greek Philology at the National and Kapodistrian University of Athens before receiving her Master’s degree in Modern Learning Environments and Design of Instructional Material from the University of Thessaly, where she is also currently completing her PhD in the field of Sociolinguistics. For the past four years, she has worked on team-based educational and research projects conducted by the Greek Language Laboratory of the University of Thessaly. Her primary research interests lie in the field of Sociolinguistics and Research Methodology.

Thursday Week 2 (30 April 2015), 2.00-3.30pm, Room A1.11
Exploring language use and implementation of the South African Language-in-Education Policy in a rural commercial farm community
Dr Jennifer Joshua, Department of Basic Education, South Africa and CAL

The release of the South African Language-in-Education Policy (LiEP) in July 1997 marked a fundamental and almost radical break from the state-driven language policy of the apartheid government to one that recognizes cultural diversity as a national asset, the development and promotion of eleven official languages and the right of individuals to choose the language of learning and teaching The LiEP aimed at providing a framework to enable schools to formulate appropriate school language policies that align with the intentions of the new policy, namely, to maintain home language(s) while providing access to the effective acquisition of additional language(s) and to promote multilingualism. In this talk I report on my doctoral research, which used mixed methods to explore language use and implementation of the LiEP in a rural commercial farm community.

Dr Jennifer Joshua is employed at the national Department of Basic Education as a director for curriculum for grades R—9. Her work involves developing national policy and managing its implementation in the nine provinces in about 20,000 primary schools. She is currently studying as a Hornby scholar in CAL, University of Warwick. Her chapter in a recent British Council publication is here (starting p. 38).

Wednesday Week 4 (13 May 2015), 12.00-2.00pm, Room A1.11

Education in Crisis Situations and Global Governance: Panel Discussion (Chaired by Dr Malcolm MacDonald)

[Co-organized by Global Governance GRP and part of the Festival of Social Sciences] --- Panel discussion following lunch

From the evidence of many countries in the world - from the destruction of schools in Syria, to refugee education in Turkey, to the recent riots in Pakistan and the mass murder of pupils and teachers in Peshawar - education appears to be in a global state of crisis. While the debate will address wider issues relating to education in crisis situations and global governance, the starting point of the panel will be participants’ research into, and personal experience of, teaching and researching English in crisis-affected countries.

Term 1 (2014/15)

Wednesday Week 10 (3 December, 2-3pm)

Working with sources in ELT historical research: An investigation of reeducation policies and practice in post-war Bavaria
Dr Dorottya Ruisz

Research using historical sources is not common in the field of ELT. Researchers and teacher educators usually do not tend to spend much time thinking about the past of their profession and are not necessarily aware of the methods that can be used for answering historical research questions. This talk aims to shed light on the way historical research methodology can be used for the field of ELT, taking as an example my own research into English language teaching in Bavaria after World War II, when school subjects and curricula were re-established following the collapse of Nazi Germany. The influence of the US occupying power on shaping the school curriculum will be examined as will the extent to which English was used a platform for implementing reeducation policies with the goals of developing democracy and international understanding.

Dorottya Ruisz studied History and English at the University of Munich, where she completed her MA in Linguistics in 2004. After training as a teacher, she taught English in a grammar school in Munich between 2007 and 2013. She also worked as a part-time research fellow at the University of Munich and completed her PhD in 2013. Her dissertation and its defence were both awarded first class honours, and she received a Bavarian American Academy Award for her research work. Dorottya and her family moved to London in August 2013.

Friday Week 8 (21 November 2014), 12-1pm

Teaching English in Large Classes - sharing data

At this meeting Richard Smith shared data from a project with Rajapriyah Anmpalagan, analysed with the assistance of Elaine Sook Tin Chin.

Friday Week 7 (14 November 2014), 12-1pm

Innovative writing in ELT research

Participants in this disucssion meeting shared examples of what they considered to be ‘innovative writing’ in the field of ELT research – in other words, writing which, in some way, breaks the mould of conventional research report writing.

They also discussed whether and why ‘innovative’ forms of writing might be necessary or desirable in the field of ELT research. The meeting contributed to drawing up a Call for Papers for a special issue of the ELLTA Research Group’s journal, ELTED (‘English Language Teacher Education and Development’ – to coincide with its 20th birthday in 2015.

Thursday Week 5 (30 October 2014), 12-1pm

Negotiating identities during redundancy and uncertainty: Narratives of English Language teachers in Northern Cyprus

Dr Fatosh Eren Bilgen

The presentation examined professional identity negotiations of English Language teachers at a higher education institution in Northern Cyprus during a time of uncertainty, redundancy and redeployment. Based on teachers’ stories elicited from narrative interviews, narratives of redundancy from different perspectives will illustrate the disintegration of a community of practice as a result of uncertainty and how identity shifts and negotiations can be closely related to a sense of institutional belonging and alignment. The presentation will also include a discussion on how narrative interviews were conducted and analysed in this study, which might be an interest to those working with qualitative data.

Fatosh Eren Bilgen completed her PhD at CAL, University of Warwick. Her research interests focus on narrative approaches to research, professional identity negotiations in HE institutions and communities of practice.

Wednesday Week 4 (22 October 2014), 2.15-3pm

ELT research in developing country contexts - networking meeting

This meeting immediately follows on from an invited talk by Dr Harry Kuchah (now University of Bath but formerly of CAL) about his approach to developing contextually appropriate English Language Teaching pedagogy in Cameroon. The talk (from 1pm to 2pm) is being organized by the Centre for Education Studies. Further details about the talk here: If you cannot attend the talk you are still very welcome to meet Harry and others interested in the area of ELT in developing countries at the 2.15-3pm meeting.

2013/14 Term 2

Wednesday Week 10 (12 March 2014), 4pm, Room S0.11

Guest lecture by Dr Keita Kikuchi on demotivation in SLA

Where do studies of “demotivators” fit in SLA research?

In my talk, I will first describe the idea of “demotivators”, along with the similar concepts of amotivation, demotivation, and demotivating, and explain the importance of studying demotivators in SLA research. I will then discuss the future direction of demotivation/demotivators studies based on my forthcoming book, “What are possible demotivators in SLA? An insight from English teaching contexts in Japan.” Next, I would like to present practical tips for dealing with learner demotivation in order to facilitate a fruitful discussion. Finally , I would like to encourage a reflective group discussion on how teachers and learners are dealing with demotivation within the audience's own contexts.

Dr Keita Kikuchi is an Associate Professor at Kanagawa University, Japan. He holds an Ed.D. in TESOL from Temple University, Japan, and an MA in ESL from the University of Hawai'i at Manoa. His research interests include curriculum development and second language acquisition, especially individual differences. This is Keita Kikuchi's second guest lecture for the ELLTA research group (he came also in February 2012).

Tuesday week 9 (4 March), 3pm, Room A0.14

Meeting to discuss projects in and links with India.

Friday week 8 (28 February), 2pm, Room A0.14
Duncan Hunter - Key concepts in ELT

What have been and now are some of the key concepts in ELT discourse? What can corpus-based research show us about the meaning(s) of these concepts? And what concepts are still in need of definition? These questions will be addressed in this talk and ensuing discussion. The event is open to MA students, research students and staff alike.

Duncan is a former Teaching Fellow in the Centre for Applied Linguistics, where he completed his PhD on keywords in the ELT Journal, based on a corpus-based historical analysis of the period from the 1950s to the 1980s. He now works as a lecturer at the University of Hull.

Tuesday week 8 (25 February), 3pm, Room A0.14
Irina Minakova -- Action research into developing learner autonomy with secondary school students in Czech Republic

Irina, a visiting PhD student from Charles University, Prague, talked about the four cycles of her action research with Czech secondary students.

Tuesday week 7 (18 February), 3pm, Room A0.14
Jane Manton - Teaching EAL (English as an Additional Language) to children in an inner-city school in Coventry

Jane Manton gave a presentation about teaching EAL in the UK state school system. Barr's Hill is an inner city comprehensive school in Coventy that has had a gradually increasing EAL student population over the past few years. New students to the school include immigrants, children of EU migrants, refugees from Africa and the Middle East, and European Roma. Jane talked about how the school welcomes new arrivals, the challenges and benefits of a multicultural school, and student progression from arrival at the school to their leaving and going on to new challenges.

Jane is the EAL Co-ordinator and an English teacher at Barr’s Hill Secondary School in Coventry.

Tuesday week 5 (4 February), 3pm, Room A0.14

Claudia Harsch and Roy Wilson - Investigating the Predictive Validity of English Language University Entrance Tests

With the increased intake of international students in UK universities, English language tests have gained importance in their ‘gate-keeping’ role. Two of the tests used in the UK are the TOEFL iBT®, which is the focus of one of the projects presented today (funded by the ETS TOEFL ® COE Research Programme; RFP 2012-21; duration 2013 – 2016); the second test is the Pearson Test of English: Academic which Roy is investigating in his PhD (DTC scholarship, collaborative funding by ESRC and PTE-academic).

Part A - Claudia Harsch: Predictive Validity of TOEFL iBT: Are our students linguistically prepared?

The project aims at examining the predictive validity of TOEFL iBT with a focus on the relationship between TOEFL iBT entrance score profiles and students’ subsequent academic success in postgraduate studies. The project pays specific attention to the role of linguistic preparedness for academic studies as perceived by students and their tutors, as this is a known factor which influences academic success. The outcomes will inform stakeholders such as university admissions of appropriate entrance levels with regards to TOEFL iBT score profiles and support placement decisions for pre- and in-sessional language support with regards to TOEFL iBT score profiles.

We will employ an interdisciplinary mixed-methods approach in order to enrich traditionally quantitatively-oriented predictive-validity studies with qualitative data from questionnaires and interviews. We will use a range of exploratory tools and multivariate analyses such as correlations, regression analysis, cluster analysis, graphical and network analyses for analysing quantitative data for a sample of 600 students in strand 1, and qualitative analyses of questionnaires and interviews (targeted sample: 200 students, 50 tutors) in strand 2. Strand 1 encompasses data for PG students from the academic years 2011/2012 until 2013/2014, while strand 2 examines PG students having entered the university in the current academic year 2013/2014.

The presentation of the project is work-in-progress: We have developed the first student and tutor questionnaires targeting students’ perception of preparedness at the beginning of their studies, and tutors’ perception of departmental und university support for international students’ linguistic skills. We will present the overall design and the instruments developed so far.

Part B -- Roy Wilson: The PTE Academic Score Profile and Student Performance at University

Large numbers of international students are now taking language tests in order to study at UK universities and so there is a need to look at the relationship of these tests to students’ subsequent performance at university (predictive validity). Following this theme within the wider context of ‘internationalisation of universities’, my study concerns the predictive validity of a relatively new test used globally - the Pearson Test of English Academic (PTE Academic or PTEA) which was launched in 2009.

The PTEA score profile gives an overall score as well as providing ten sub-skills scores indicating linguistic proficiency and by extension, linguistic readiness for university study. The main focus of my study is to explore the relationship of these test scores with the subsequent academic performance of international students using the students’ and their tutors’ perceptions of linguistic proficiency and academic performance in the first academic year.

I use a series of questionnaires and interviews of students and their tutors as well as collecting their grades/assignment scores and tutor feedback at various stages over the academic year 2013-2014. The data analysis will involve several rounds of coding to generate themes and identify patterns. Student participants are both undergraduates or postgraduates from any discipline in the first year of their degree who have taken the PTEA test in order to access their current course at a UK institution. Tutors will be EAP or subject-based.

The study aims at revealing how students are linguistically prepared for university study through taking academic English tests; contributing to knowledge of the implications of PTEA test scores for international student performance and EAP support at university; shedding light on cut scores/the usefulness of score profiles for admissions and EAP support.

In my presentation I will present an overview of my study design and methodology with reference to my current stage of data collection.

Tuesday week 6 (11 February), 3pm, Room A0.14

Meeting for staff only, to discuss 5-year plan

Thursday week 3 (23 January), 4pm, Room A1.11: A Not-to-be-Missed Special Event on Teaching in Difficult Circumstances, with two of our PhD graduates

On Thursday in week 3 (Room A1.11, 4pm), Harry Kuchah gave a talk about his recently completed PhD research into context-appropriate pedagogy in Cameroonian primary schools and Dario Banegas was with us to talk about his research-in-progress with teachers of English to prisoners in Argentina.

There was a drinks reception following the talks.

1) Context-appropriate ELT pedagogy: an investigation in Cameroonian primary schools - Harry Kuchah

Over the last two decades, many ELT professionals and researchers have called for contextually appropriate forms of ELT pedagogy to be developed, arguing that the dominant discourse on ELT methodology, as promoted by local Ministry of Education policy makers around the world, has been largely generated in ideal (North) contexts and so does not reflect the challenging realities of the majority of language teaching and learning contexts in which they are being imposed. Despite these calls, there has been very little research that shows how contextually appropriate ELT pedagogies can be developed especially in the context of large under-resourced primary classrooms. In this talk, I report on my recently completed PhD research that attempted to fill this gap by exploring the practices and perspectives of both learners and teachers about what counts as good and appropriate English language teaching in two English medium primary school contexts in Cameroon. In presenting the findings of this study, I highlight the potential contribution of a bottom-up research approach to teacher development which recognises both learner and teacher agency as well as takes account of context in the process of generating and disseminating good practice.

2) Making the invisible visible: Teacher motivation in prison education - Dario Banegas

Prison education outside journals with a scope for adult education, criminology, or justice seems to be ignored in education, learning, and teaching journals. Through my ongoing research framed as a case study, my aim is to examine what drives teachers to teach English to adult learners in a context of confinement such as prison. I explore the motivation of two teachers through interviews and a teaching journal. I approach the intersection between teacher motivation and prison education from a person-in-context, relational view of motivation. I will share my initial review of the literature and data from one of the teachers.


Tuesday week 3 (21 January), 3pm, Room A0.14

The meeting on Tuesday in week 3 was a business meeting for CAL staff , to share information and make plans regading research projects completed, underway and projected.


Tuesday week 2 (14 January), 3pm Room A0.14

The meeting in week 2 was an informal one to renew contact and start off the new term.

It was preceded by a talk in the Centre for Education Studies seminar programme: Richard Smith on 'A Short History of ELT'', Tues week 2 ( 14th Jan), 1 - 2 pm in WE0.29 (Westwood).

Further details


2013/14 Term 1

(October to December 2013)


Wednesday week 8 (20 November), 2.30pm, Room MS.05 (Maths Building)

Guest talk -- Professor Andrew Linn, School of English Literature, Language and Linguistics University of Sheffield

'Going West: Migration, language and lessons from history'

(jointly arranged event with WACC Research Group)

Large-scale movements of populations are by no means unique to the contemporary world. One of the most dramatic migrations of the past was that of around one million Norwegians who left for the promised land of America in the 19th century. We know a lot about why they left and how they developed their new communities across the USA, but, although this chapter of history contains a million personal dramas, it is difficult to grasp the human experiences amongst all the statistics and the old-fashioned-looking black-and-white photographs. A project at the University of Sheffield (funded by the Arts and Humanities Research Council) is creating the on-line virtual world of a Norwegian peasant leaving his home in rural Norway in the 1880s and travelling via England to New York. As well as the fun of building a virtual world, this project is exploring whether virtual world technology can function as a historical research tool.

Professor Andrew Linn will present this project and take the audience on a tour in the virtual world. He will also discuss the strengths and weaknesses of this pioneering methodology and consider possible future research opportunities. One of the principal challenges for the Norwegian emigrants was learning English, and Prof. Linn will also talk about how the teaching and learning of English was addressed in this context. He will conclude his talk by arguing why understanding the historical experience of migration and language learning is important to us today as we learn about the challenges of crossing cultures.

19 November 2013, Tuesday (week 8)

Discussion of issues relating to a project on Native Speaker English Teacher Schemes

Led by Steve Mann

12 November 2013, Tuesday (week 7)

ELLTA-related issues in higher education, with a focus on widening participation

Neil Murray will talk briefly about his recently published edited book: Aspirations, Access and Attainment in Widening Participation: International Perspectives and an Agenda for Change (Routledge), to be followed by open discussion.

5 November 2013, Tuesday (week 6)

Discussion of ‘Issues in publishing ELLTA research: What, when, where, why, who with and how to publish?'

By request of participants in week 5 discussion.

29 October 2013, Tuesday (week 5)

Impromptu discussion

Identity and functions of ELLTA; ELLTA-related issues in higher education, including academic careers and opportunities.

22 October 2013, Tuesday (week 4)
Talk by Yang, Xianju (Judy)

Research into the development of pragmatic competence among Chinese university students in the UK.

15 October 2013, Tuesday (week 3)

Talk by Suha Alansari

'Localization of English textbooks in Saudi Arabia'

8 October 2013, Tuesday (week 2)

Planning meeting

Term 3 (April to July 2013)

Thursday 27 June, 2pm, Room A0.14 - Innovations in Research Methods and Approaches (IRMA) meeting -- Joint event with PAD and WACC research groups

Talk by Keith Richards

'Using cognitive interviews in critical incident research'

Since Flanagan’s pioneering paper on the Critical Incident Technique (CIT), work in this area has embraced a number of approaches and explored the concept of the critical incident from different perspectives. However, relatively little attention has been paid to the quality of data obtained in terms of how such incidents are described. This talk will briefly identify some of the problems associated with approaches to data collection based on the elicitation of narratives. It will then propose an alternative approach using techniques associated with cognitive interviewing.

The talk will explain what is involved in cognitive interviewing and suggest why it might be particularly suitable for use in collecting critical incident data. It will draw on data from three different cognitive interviews, comparing aspects of narrative accounts with descriptions arising from cognitive techniques and highlighting key differences between them. The talk will also touch briefly on issues of memory in the context of critical incident recall.


Thursday 6 June, 2pm, Room A0.14

Talk by Anyarat ('Ying') Nattheeraphong and Ceren Oztabay

Rep-grid and Snake Interviewing: Insights from Practice

Ying (who has just submitted her PhD thesis) and Ceren (who is in her second year of PhD studies) talked about:

* (briefly) George Kelly's Personal Construct Theory as a theoretical framework and the nature of personal constructs
* Their own research designs, purposes and questions (providing a rationale for the use of rep-grid and (in Ying's case) snake interviews;
* What is a rep-grid interview? Examples from practice, and hands-on experience - participants worked n pairs to carry out triadic elicitation.
* Discussion of how elicited constructs can serve as a platform for follow-up interviews; Snake interviews, in particular, were described - a possible means for probing deeper into possible sources of constructs / beliefs.


Tuesday 21st May, 2pm, Room A1.11

Talk by Gregory Hadley (Niigata University of International and Information Studies, Japan)

‘Blended Academic Professionals’: A Critical Overview of Life in the ‘Third Spaces’ of Corporatized Higher Educational Institutions

This talk presents a six-year Critical Grounded Theory study of 98 research informants in English for Academic Purposes units at eleven universities in the UK, USA and Japan undergoing the process of corporatization. It was found that EAP units are not only representative of the various ‘third spaces’ emerging in the institutions, they were also excellent barometers for gauging managerial aspirations for the whole of their universities. After a description of the methodology of Grounded Theory, this lecture unpacks the meaning of ‘third spaces’ in corporatized higher educational institutions (HEIs), and focuses on new type of worker, called ‘Blended EAP Professionals’, which has appeared at all of the universities studied. A typology of these workers, and a critical grounded theory of strategies they used in order to survive the perils of third space environments, will be presented.

Gregory Hadley is Professor of TESOL at Niigata University of International and Information Studies, Japan. Currently he is a Visiting Fellow at Kellogg College, University of Oxford.


Thursday 16 May 2013, 2pm, Room A1.11
Talk by Siyaka Rekiyat ('Gifty')

Learner autonomy and institutional context: A teacher’s stories

There have been warnings against too easily attributing problems concerning the implementation of autonomous learning to learners’ national or ethnic cultures (Aoki, 1994; Pierson, 1996; Benson, 1996; Little, 1997; Aoki and Smith, 1999). For her MA dissertation (2011), Gifty engaged in a retrospective study of her practice in a secondary school in Nigeria, where a ‘pedagogy of autonomy’ seemed to have worked successfully. Interview findings showed that students had found learning more rewarding and interesting when they were given a good level of control in the classroom. Also, the research confirmed that Gifty had enjoyed considerable support from the school’s management, which had encouraged and rewarded her innovative teaching. In her conclusion Gifty indicated further needs to investigate the role of institutional culture in fostering learner autonomy, which might account for constraints on and affordances for learner autonomy better than ‘national culture’ (Benson and Lor, 1998, Aoki, 2001, Sonaiya, 2005).

Gifty returned to Nigeria after the MA to work at another international school, which had a totally different administrative approach from the one described in her MA research. Equipped with new knowledge from the MA and bursting with renewed passion to consciously foster autonomy in her classroom, she soon found that things were not going to go according to her plans. In this second school, faced with a head of department who dictated what to teach and how to teach and a system which did not allow staff to question management ideas, how would Gifty cope, passionate to encourage learner autonomy as she was and bursting with new ideas from the MA? Would she discard all of her ideas and submit to what her departmental head demanded? In this presentation, Gifty will tell the story of her earlier practice, her MA and, particularly, her further experience in Nigeria to illustrate and raise discussion about conflicts between innovation and constraint, and, specifically, about the role institutional culture can play in hindering or promoting learner autonomy.

Term 2 (January to March 2013)

Wednesday 13 March 2013 (Week 10), 14.00, Room S0.20
Talk by Richard Smith and Rajapriyah Anmpalagan

Researching large classes: A questionnaire with impact?

What does research into teaching give to teachers? Via our questionnaire for large class teachers, we aimed to offer practical new ideas at the same time as gaining insights from teachers. We report on ten common problems in large classes, ideas for addressing them, and what happened when teachers in Brazil, Cameroon, Pakistan and elsewhere tried the ideas out.

Related website:

Wednesday 20 February 2013 (Week 7), 14.00, Room S0.52
Talk by Dr Mahmoud Jeidani (PhD completed in 2012)

Intonation: To teach or not to teach ...

This presentation is based on some of my PhD thesis (2012), titled Increasing Phonological Awareness: a Discourse Intonation Approach. Using a discourse approach to intonation (Brazil 1985), I sought to explore the practicality of introducing a systematic treatment of intonation at the Language Institute, Al-Baath University, Syria.

In this presentation I will attempt to make a quick introduction to intonation and its relevance to pedagogy in EFL contexts, and then move on to talk about some of my findings and how these findings relate to the debate about the outcomes of teaching intonation in EFL contexts. The aim is to see how useful, if at all, it is to attempt to teach intonation and relate it to language skills.

Wednesday 30 January 2013 (Week 4), 14.00, Room S0.52

Talk by Erkan Kulekci, 2nd year PhD student

Research in progress: Investigating the notion of authenticity in English language teaching and learning

Although the notion of authenticity has been revisited and discussed in the field of English Language Teaching over recent years, it is usually described within a unitary and limited framework. In this session, I will talk about my research-in-progress on exploring the multi-dimensional and dynamic nature of authenticity in English language classrooms in Turkey. After describing the research design and theoretical framework adopted in this study, I will share data samples collected during the first phase of the data collection process. I will also introduce a model for conceptualisation of authenticity in the language classroom and raise issues with regard to data collection process and interpretation of the data for discussion.

Term 1 (October to December 2012)

Wednesday 28 November (Week 9), 14.00-16.00, Room A1.05

Talk by Samaneh Zandian, 2nd year PhD student

Children's Understanding of Intercultural and Transitional Experiences: A Report on the Data Collection Process

In this talk I briefly explain how my MA dissertation topic, ‘Children’s Experiences and Perceptions of Adaptation and Intercultural Encounters’ was developed into a PhD research project. Then, I describe the process of my PhD research data collection which was completed recently. I also point out some of the problems that occurred during my data collection in Iran, a context very different from England, and explain how I tackled these problems.

Wednesday 21 November (Week 8), 14.00, Room A1.05

Talk by Karen Ludke (Institute for Music in Human and Social Development)

There is growing interest in the positive relationship between musical and language skills (Slevc & Miyake, 2006; Fonseca-Mora, Toscano-Fuentes & Wermke, 2011) and in the potential of musical stimuli to support foreign language learning and memory (Schön, Boyer, Moreno, Besson, Peretz & Kolinsky, 2008; Ludke, Ferreira & Overy, submitted; Ludke, Osborne & Overy, submitted). In this talk, I will present the findings of both experimental work and classroom-based arts intervention studies that explored whether listening to songs and singing can support modern foreign language learning. The overall results showed that the use of songs and singing during the modern foreign language learning process can have a positive effect on language outcomes, compared to using spoken stimuli in the psychology laboratory and/or drama and visual arts activities in the French classroom. I will conclude by presenting an exploratory framework for conducting future research in this area and present the outcomes of a recent Comenius Lifelong Learning project, the European Music Portfolio: A Creative Way into Languages (EMP-L), which aims to support the teaching and learning of music and languages in primary school through a flexible, integrated approach (EMP, 2012).


European Music Portfolio – A Creative Way into Languages.

Fonseca-Mora, M.C., Toscano-Fuentes, C., & Wermke, K. (2011). Melodies that Help: The Relation between Language Aptitude and Musical Intelligence. Anglistik International Journal of English Studies. 22(1), 101-118.

Ludke, K.M., Ferreira, F., & Overy, K. (submitted). Singing can facilitate foreign language learning. Memory & Cognition. (44 pages)

Ludke, K.M., Osborne, N., & Overy, K. (submitted). Music in support of foreign language learning: Evidence from a classroom-based arts intervention study. The Language Learning Journal. (34 pages)

Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2), 975–983.

Wednesday 24 October (Week 4), 16.00-17.00, room A1.11

Talk by Judit Kormos, Lancaster University

Validity and fairness in assessing language learners with specific learning differences

The accommodation of the needs of students with specific learning differences (SpLDs) has long been neglected in second language assessment, and it is just recently that the issue of the accessibility of language proficiency tests for students with SpLDs has been raised in the European Union (Smythe, 2005). Language examinations in Europe are often prerequisites for university admissions, graduation and job recruitment procedures, thus every effort should be made to make them accessible to people with SpLDs. Therefore it is of high importance that assessment procedures should be valid, that is, they should give accurate information about the learners’ competence, and fair, that is, they should provide adequate opportunities for learners to display what they know. In this talk I will describe the conflict of fairness and validity in the case of learners with SpLDs, as in their assessment the most serious concern is to what extent the granted accommodations and modifications in test-content and test-taking procedures affect the construct validity of the test. The talk will start with a brief overview of the foreign/second language learning difficulties of students with SpLD. Next, I will present a model for making well-informed decisions on adjusting language proficiency tests to the needs of students with SpLDs. The model will also demonstrate how the conflict between validity and fairness can be resolved. Finally, I will outline practical considerations in choosing accommodations for candidates with SpLDs.


 Term 3 (April to June 2012)


(Joint event with WACC Research Group) Tuesday 19 June (Week 9), 13.00-15.00,

Room S0.19 (Social Sciences Building)

'Religion, Linguistic Capital and the Transnational Family’

Professor Phyllis Chew


Further details


Thursday 17 May (Week 4), 4pm-5pm, Room H0.51 (Humanities Building)

‘Listening to and learning from our learners’

Professor David Nunan

Abstract: 'In this talk, I want to revisit my professional development as a teacher through the eyes of my students. I will recount stories from several learners taken from different periods in my professional life – the first from many years ago in Australia, the final ones of more recent vintage in Hong Kong. I believe that all of them carry powerful implications for language pedagogy and research. In the talk I shall spell out the implications of the stories for language learning and teaching. These mesh with other collections of learners’ stories including Earl Stevick’s (1989) account of seven individuals who achieved success with foreign language learning and what worked for them, as well as the accounts in three edited collections I worked on (Benson and Nunan, 2002; Benson and Nunan, 2004; Nunan and Choi, 2010).
The learners whose stories provide the inspiration for the talk come from disparate backgrounds, were learning in quite different contexts, and had different attitudes, approaches and motivations in learning language. However, their stories play out a number of themes that tie in to and support experiential learning and learner-centred education.'

David Nunan, Vice-President for Academic Affairs at Anaheim University, USA, is a world-renowned applied linguist and best-selling author of English language textbooks for Cambridge University Press, Oxford University Press, and Cengage Learning. Recent honours and awards include a 2002 citation by the United States Congress for services to English language education and the 2003 TESOL Lifetime Achievement Award.

Further details

Term 2 (January to March 2012)


Wednesday 7 March (Week 9), 2pm Room A0.23

'ELT Coursebooks: Past, Present and Possible'

Richard Smith, Alice Kiai, Mayumi Tanaka and Dario Banegas

At the Annual International IATEFL conference in Glasgow on 21st March, Richard and PhD students Alice, Mayumi and Dario will each be presenting a 20-minute paper in a symposium on the above theme, They'd like to gain your feedback before doing so, and so invite you along to a 'dry run' of their part of the symposium! Your feedback will be much appreciated!

Overall symposium description: It is surprising that so little research has been carried out into ELT coursebooks, despite their continuing importance to teachers and students in so many classrooms around the world. This symposium has been arranged by way of redress - to showcase some recent research into coursebooks, to illustrate different kinds of research that can be undertaken; and to encourage more such research. The presentations report on recent investigations of both ‘global’ and ‘locally produced’ coursebooks. After each presentation there will be 5 minutes for questions, and some time for overall discussion at the end.

Richard Smith (University of Warwick) begins with A Very Brief History of ELT Coursebooks, highlighting past developments which have shaped the contemporary ‘shape’ of ‘the global coursebook’. Richard focuses in particular on books issued by UK publishers, and on developments up to the 1980s, illustrating both achievements and ‘roads not taken’ with reference to books in the ELT Archive (, and with an emphasis throughout on the present-day value of historical research.

Alice Wanjira Kiai (Catholic University of Eastern Africa, Kenya / University of Warwick) then recounts ‘An English Language Textbook Story from the “House of TESEP”’. Suggesting that to fully ‘understand’ a coursebook we need to explore all the links from conceptualization to consumption, Alice follows these links in presenting a biography of one secondary school English textbook. Her story unfolds against the backdrop of recent market liberalization in educational publishing in Kenya.

Mayumi Tanaka (Nagaoka National College of Technology, Japan / University of Warwick) also considers ‘locally published’ materials in her paper on Dealing with Constructed Cultural 'Reality' in Japanese High School Coursebooks’. She describes a critical reading course she has developed, reports on how the students interpreted texts, and presents their feedback as well as that of other teachers, indicating how these perspectives will influence the next phase of her action research project.

Dario Banegas (Ministerio de Educación, Argentina / University of Warwick) presents the concluding paper, on ‘Combining Marketed Coursebooks and Teacher-developed Materials: Reasons, Possibilities and Challenges’. Dario describes an action research project undertaken in response to students in his context suggesting that learning English could be more fruitful if teachers combined a grammar coursebook with teacher-developed materials featuring authentic sources and context-responsive topics.

Wednesday 29 February (Week 8), 2pm Room F1.11 (Engineering Building)

Demotivators Within ELT Contexts

Dr Keita Kikuchi, Tokai University, Japan

We are very pleased to welcome Keita Kikuchi who is a leading scholar in the study of demotivation in L2 learning. He has published a number of important empirical studies on demotivation among Japanese learners of English (e.g. Kikuchi 2009, Listening to our learners' voices: What demotivates Japanese high school students? Language Teaching Research 13(4). Sakai and Kikuchi 2009, An analysis of demotivators in the EFL classroom. System 37). Keita Kikuchi is a Junior Associate Professor at Tokai University, Japan. He holds an Ed.D. in TESOL from Temple University, Japan, and an MA in ESL from the University of Hawai'i at Manoa. His research interests include curriculum development and second language acquisition, especially individual differences.

Description of talk:

In my talk, I will introduce the idea of researching demotivation in English language learning contexts and present findings of studies conducted mainly in Japan. Then, I will discuss the future direction of demotivation studies. In order to facilitate a fruitful discussion on this topic, I will use examples from my own studies (Kikuchi, 2009; Kikuchi and Sakai, 2009; Sakai and Kikuchi, 2009). By the end of the talk, I hope to have demonstrated that demotivators may vary in different situations. Finally, I would like to encourage a reflective group discussion regarding the variety of demotivators within ELT and within the audience's own teaching contexts.


Wednesday 8 February (Week 5), 2pm, Room S1.71

L2 creative writers around us: How they are made, what drives them to write, and a glimpse into their story-writing processes

(Dr) Yan (Michelle) Zhao, Centre for Applied Linguistics

In this session, Michelle will talk about her recently completed doctoral research and discuss some of the problems and challenges she faced during her fieldwork and data analysis. Her talk will be of relevance not only to those who are interested in her research topic (L2 creative writers and writing processes) but also to all current PhD students who may be facing similar challenges in their research.


This presentation recounts the process of my rather explorative PhD research investigating the life histories and writing processes of fifteen L2 creative writers. It traces how a rather vague and ambitious visualization was gradually narrowed down to a specific and feasible agenda of research procedures, and how data analysis schemes were assembled through an ongoing and often frustrating recursive process of data examination, trial coding, and adjustments. In terms of its ontological stance in theory construction, my PhD research falls under the relativist paradigm. My approach to data interpretation adopts a hermeneutic, explanatory, and inductive model of analysing the identities of individual writers. However, despite its predominantly qualitative nature in data collection, the research embraces elements of quantitative coding methods.

There tends to be a typically romantic notion that creative writers and creative writing practices are primarily driven by inspiration, god-given talent, unpredictability and emotion - characteristics which are hardly amenable to analysis. This research attempts to show that L2 creative writing practices and identity issues can indeed be systematically investigated without resort to the pitfall of anecdotal story-telling by combining across-the-board quantitative coding with selective and highly descriptive qualitative interpretations. I will discuss in detail how I have addressed the practicalities and stumbling blocks encountered during my fieldwork with fifteen L2 creative writers coming from a variety of sociocultural and educational backgrounds and possessing diverse and vibrant personalities. I also will mention how I dealt with the ethical issues involved in making judgments (as a researcher always does) on personal creative writing performances. Overall, I hope to show how I tried to balance different research goals and integrate different sources of data into one coherent investigative endeavour.


Wednesday 1 February (Week 4), 2pm, Room R1.03 - in the Ramphal Building

Mind the Gap between TESOL Research and Practice

Parvaneh Tavakoli, London Metropolitan University

Dr Tavakoli has kindly made the powerpoint of her presentation available here.

Although the divide between TESOL research and practice has been documented for a few decades and has been defined as a “damaging split” (Allwright, 2005) and an “already significant, perhaps growing divide” (Belcher, 2007), not much research has been conducted to investigate why this divide has emerged or what has contributed to its development. This talk aims to provide an overview of the literature in this area and complements this with the findings of a recent research project that focused on investigating teachers’ views and beliefs about their engagement with research and its usefulness in their practice.

Parvaneh Tavakoli mainly researches in the field of Second Language Acquisition, and is currently coordinator of the British Association for Applied Linguistics Language Learning and Teaching Special Interest Group. A longer abstract and a list of Dr Tavakoli's recent publications can be downloaded here.

Term 1 (October to December 2011)

Wednesday 23 November (Week 8), 2pm, A1.05

Researching vocabulary learning strategies in contexts: the role of learning environments, social agents and individual learners

Kaihui (Isobel) Wang, PhD Year 2, Centre for Applied Linguistics

In this session, Isobel will report on her research-in-progress in exploring students' vocabulary learning strategies. She will present the findings of her pilot study and raise issues for discussion. Isobel is keen to get feedback from ELLTA members on her findings and research progress, and we hope that her presentation will lead to some interesting discussion. To download the PowerPoint slides for this presentation, click here.

Conference organized by ELLTA: Language Testing Forum 2011 - 'Empirical research on language testing impact'. 18-20 November 2011.


Wednesday, 2-4pm,Week 2, Room A1.05

EAP for statistics students: issues in teaching, and findings from a learner corpus 

Sophie Reissner-Roubicek and Sue Wharton, Centre for Applied Linguistics

In this session Sophie and Sue will discuss the provision of support to Statistics undergraduates. Sophie will begin with a discussion of her experiences of teaching the group last year. Sue will then report on her study, based on a learner corpus collected from the same cohort of students, of linguistic repertoire for expressing nuanced stance. Discussion is invited on methods of implementing pedagogic goals arising from the findings, primarily taking a consciousness-raising approach in engaging students in work on the same corpus as was used in the research.

This is co-hosted by the English Language Learning, Teaching and Assessment (ELLTA) and Professional and Academic Discourse (PAD) research groups, and kicks off a series of collaborative sessions where we hope to explore possibilities of research into EAP in CAL. This is relevant to many of us in the Centre, so we're hoping for a strong turnout.

Wednesday, 2-4pm, Week 3, Room L4 (across the bridge opposite the library, in the Science Concourse)

Neoliberalism, celebrity and ‘aspirational content’ in ELT textbooks for the global market

John Gray, University of East London

The global explosion of commercial English language teaching (ELT) is largely coterminous with the birth of the neoliberal era - a period which has been characterised by, among other things, the extension of the consumer society and the commodification of ever more aspects of human experience. Central to the exponential rise in commercial ELT is the development of a sizeable and financially lucrative publishing industry in which textbooks aimed at the global market are core products. In this paper I take the view that such artefacts can be seen not only as mediating tools of subject knowledge, but also as organs for the ideological reproduction and legitimation of ‘particular constructions of reality’ (Apple and Christian-Smith 1991). The paper focuses specifically on representations of celebrity in UK textbooks from the late 1970s until the present. Drawing on work by proponents of self-branding (e.g. Tom Peters) as a response to the challenge of the so-called ‘new spirit of capitalism’ (Boltanski and Chiapello 2007), I argue that the increasingly pervasive use of celebrity in pedagogic materials is congruent with the neoliberal worldview and is directly traceable to what ELT publishers describe as ‘aspirational content’. The paper draws on data in which a group of English language teachers, working in a variety of global settings, outline their views on the nature and suitability of such content for language teaching, and concludes by arguing that ELT publishers need to confront the ways in which they are imbricated in the celebration and reproduction of neoliberal values and practices through the textbooks they produce.


Term 3 (MAY to JULY 2011)


There will be a guest lecture (open to all) entitled Engagement with Language in the Language Classroom on Tuesday 10 May, 2-4pm, by Dr Agneta Svalberg (University of Leicester), room to be announced.

Abstract: There is widespread agreement that second/foreign language learning can be facilitated by learners’ conscious reflection on the language, whether it happens in teacher-student exchanges, or in dyadic or group interaction. Teachers sometimes make use of so called Consciousness Raising activities to stimulate this process. Conscious reflection on language (noticing, analysis, explanation, negotiation), including its affective and social aspects, is what I have called Engagement with Language (Svalberg 2009). Engagement with Language, and the factors which drive it or prevent it, can be studied in the classroom but extend well beyond it. It is central to the language learning process. Questions I will try to answer in this talk are: What precisely is Engagement with Language? How does a teacher or researcher know that a learner is Engaged? What might facilitate or hinder Engagement? Is Engagement with Language researchable? I will illustrate the talk with some examples from observations and interviews with adult English learners.


Term 2 (January to March 2011)

We will continue with our two themes/activities from Term 1: TEACHER RESEARCH / RESEARCHING TEACHERS; REFLECTIVE PRACTICE GROUP. Sessions will take place on Wednesday afternoons in Room A1.07, beginning Wednesday 19 January.

On Wednesday 2 March 2011 at 2pm (in Room S0.20, Social Sciences Building) Professor Simon Borg of the University of Leeds gave a guest lecture on The Impact of In-Service Teacher Education on Language Teachers’ Beliefs (see abstract below).

This talk presents findings from a qualitative longitudinal study of the impact of an intensive in-service teacher education programme on the beliefs of six English language teachers. Drawing on a substantial database of semi-structured interviews, coursework and tutor feedback, a key finding here is that while the teachers did not generally feel that the course had impacted significantly on their beliefs, a closer analysis of the data suggests that such impact was in fact not insignificant. Nonetheless, despite this evidence of impact, the data also indicate that the in-service course studied here could have engaged teachers in a more productive and sustained examination of their beliefs.

On Wednesday 16 February 2011 at 2pm (in room S0.20), there was a guest lecture by Neil Cowie (Okayama University, Japan) on 'Narratives of Teacher Identity and English Language Student Motivation in Japan', based on research he has been doing with Keiko Sakui (Kobe Shoin Women's University, Japan / University of Auckland, NZ). The talk, open to all postgraduate students and staff in the Centre, was well-attended and raised several interesting issues for teachers and researchers.

Term 1 (October to December 2010)

One of ELLTA's activities this term will be a Reading and Discussion Group on the theme of TEACHER RESEARCH / RESEARCHING TEACHERS. Many of us are involved in researching our own classrooms (i.e. balancing the roles of teacher and researcher) or in researching other teachers, and this interaction between teacher and researcher (and between teaching and researching) raises all kinds of interesting methodological, critical and ethical issues. We would like to explore these issues and share our experiences through this Reading and Discussion Group this term. We plan to meet every other Wednesday afternoon (Weeks 2, 4, 6, 8) from 2.30-4.00pm in Room A1.07, beginning on Wednesday 13 October. For details of sessions, please click here

Another regular meeting is that of the Reflective Practice Group - for those currently teaching, whether in the Centre or elsewhere - on Wednesday afternoons in Weeks 3, 5, 7 and 9 from 2.00 to 3.30pm in Room A1.07.

On Wednesday 8 December in Week 10 (2.30-4.00pm in Room A1.07), the ELLTA group plan to discuss issues in feedback and formative assessment. An excellent review article by Hattie and Timperley (2007) on 'The power of feedback', published in Review of Educational Research, will provide a focus for our discussion. The article can be downloaded here.

Keeping with the theme of assessment, the session will then conclude with brainstorming ideas for the next Language Testing Forum conference, which will be hosted by ELLTA and the Centre for Applied Linguistics in November 2011, with Claudia Harsch as chair of the conference organising committee. The LTF is an annual specialist conference for language testing researchers in the UK.

There was a very well-attended talk by Professor Jin Yan of Shanghai Jiao Tong University on Wednesday 24th November, 4.00 to 5.00pm, on 'The College English Test in China: Challenges and Opportunities'. Further details here. This was attended by a small reception for staff and research students to welcome Professor Jin and to celebrate the incorporation of assessment into the research group's activities.


20 May 2010, 2-4 pm: Prof. Martin Cortazzi (staff member) on Researching and developing ELT with Chinese learners

20 May 2010, 5-6 pm: Prof. David Nunan (guest speaker) on Approaches to Qualitative Research. Powerpoint here.

Followed by Tea Party for Research students to meet Martin Cortazzi and David Nunan

5 May 2010, 1.30-3 pm: Timi Hyacinth (PhD student) on her research seeking to identify more appropriate ways for teacher-led professional development in Nigeria

23 March 2010, 1:30-3pm: Hugo Santiago Sanchez (PhD student) on studying language teachers’ cognition and prior language learning experiences

17 March 2010, 1:30-3pm: Denise Santos (staff member) on Investigating the textbook: Methods, insights and challenges [talk open also to MA students]. Abstract: 'The objective of this talk is to explore different approaches to textbook research and their implications for language learning and pedagogy. It starts by providing an overview of investigations into the EFL textbook, from content analyses to studies involving those textbooks in situated practices. It then moves on to an examination of the strengths and weaknesses of those approaches, as well as a discussion on how EFL teachers can incorporate the findings from research in their own pedagogical practice'. Powerpoint slides here.

3 March 2010, 1:30-3pm: Focus on research students’ interests: All Centre for Applied Linguistics research students currently at Warwick and researching in the areas covered by the ELTED and LL&P research groups were expected attend this session. 1) Suhaida Omar (EdD student) gave a brief report of her field work in Malaysia (teacher cognition / teaching of reading); 2) 2nd year students brought their data and shared answers to the question 'How are you analysing your data?'

17 February 2010, 1:30-3pm: Ema Ushioda (staff member), with Szu-An Chen (EdD student) led discussion of an important recent paper in the field of motivation: Dörnyei, Z. 2009. The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (eds), Motivation, Language Identity and the L2 Self (pp.9-42). Bristol: Multilingual Matters. Click here to download the paper.

10 February 2010, 1:30-3pm: Claudia Harsch and Jinsong Fan (staff members): The Common European Framework of Reference for Languages and its relevance for test development and WELT; and Drafting test guidelines for good practice in China.
3 February 2010, 1:30-3pm: Focus on research students’ interests
22 January 2010, 2-4 pm: Rod Bolitho (guest speaker) on In-service Teacher Training and Professional Development: some key issues.

Abstract: This talk for research students and staff will provide an overview of some of the important factors that professionals need to bear in mind when considering their own development priorities and facilitating the development of others; particular reference will be made to materials writing projects and their place in professional development. Video highlights here.

6 May 2009: Dr Fiona Copland (guest speaker), University of Aston, gave a talk on her research on feedback to teachers. Video highlights here.

25 March 2009: Dr Fauzia Shamim (guest speaker), Karachi University, Pakistan: Teaching and Researching in Large Classes. Dr Shamim's recent book Maximizing learning in large classes (2007), co-authored with the course tutors and participants in a Hornby school in Ethiopia, was published by the British Council. Currently, she is the joint coordinator (with Richard Smith) of the ‘Teaching English in Large Classes’ project. Video highlights here.

11 March 2009: Dick Allwright (formerly, Lancaster University) offered a morning session on Exploratory Practice for research students interested in or already doing practitioner research. In the afternoon, he have a talk which was also open to MA students. Video here.

25 February 2009: Dr Andy Barfield (guest speaker), Chuo University, Japan, offered a workshop based on data analysis of interviews with teachers engaged in teacher development via the JALT Learner Development SIG.

4 February 2009: Shelagh Rixon (staff member) focused on teacher trainers in this talk entitled "Cooperating across cultures in teacher education - the case of Korea" which relates to her continuing professional work in Korea.

18 June 2008: Prof. Zoltan Dornyei (University of Nottingham) on Researching L2 motivation: Towards combined qualitative and quantitative paradigms. Part of the 11th Warwick Postgraduate Conference in Applied Linguistics 

4 June 2008, 10.30: Richard Smith, Duncan Hunter (staff members) and Rajneesh Arora on The Warwick ELT Archive and Related Research

16 April 2008, 4pm. Harry Kuchah (Cameroon Ministry of Basic Education and CELTE alumnus): The Class is Too Hot! We Can't Move! (to inaugurate the TELC Project / Network).This talk was based on a presentation given at IATEFL, Exeter, 2008.

January – March 2008


Week 6: Experienced language teachers designing materials in teams: research so far, and aspirations (JK, AMP)

Week 8: Teacher education capacity-building for countries in transition: sharing some ideas (RS)

Wednesday October 8th 1.30 to 2.30

This first session will begin with a welcome to all new members, followed by a session centred around the ELTED journal. The 11th edition is now almost complete and awaiting final editing by the current journal editors, Ema and Judith. Firstly we will be considering the suggestion for a regular book review section in the journal with a view to obtaining contributions from Research Students. Secondly, we hope to have a lively discussion around the paper by Adamson and Muller titled ' Evolving Academic Journal Editorial Systems' which is 'in press' as it were. The aim of the discussion is to reflect on our own practice in editing a journal and we hope the outcome will be that we write a reflective commentary on our own practice to accompany the article in the next issue of ELTED. You can download a copy of the paper here.


Wednesday October 22 1.30 - 2.30

'Impostership': Ema Ushioda will lead a discussion on the concept of impostership. The focus of the discussion will be an article submitted by Eva Bernat to ELTED entitled 'Towards a pedagogy of empowerment' .

You might be interested to know that Eva Bernat made the following comment "... a few days ago, I presented a paper on this topic at a conference and the response was overwhelming! There was floor-sitting room only and a majority were NNSTs. ..... after the presentation many came up to me to thank me for being their advocate and having their voices heard. One even said 'Thankyou! Everything you said.. it was all about ME!"

Eva Bernat also recommended another article that you might like to browse which gives an overview of history and research into non-native English-speaking English language teachers. That is by Lucie Moussu and Enric Llurda and is called "Non-native English-speaking English language teachers: History and research" and was published in Language Teaching (2008) 41:3,315-348.

So it should be an interesting session!

You can download a copy of the Bernat paper here.

You can download a copy of the Moussu and Llurda paper here. 


Wednesday November 5th 1.30 - 2.30

Maggie Kubanyiova from the School of Education , University of Birmingham will be talking about her recent research project into Teacher Development. Details to follow.


Wednesday November 19th 1.30-2.30

Link research projects. This session is for STAFF only as it is concerned with an ongoing research project(s).


Wednesday December 3rd 1.30 - 2.30

Shelagh Rixon will be presenting "Lessons observed - a new teacher development tool" .


Week 8 (Wednesday 2pm, Room S2.85)

Teachers’ intuition (JK) (open to all)


Week 6 (Tuesday 2pm, Room A1.05):

Teachers' use of metaphor in making sense of the first year of teaching (SM) (open to all)


Week 4

Action research as a strategy to develop teacher-learner autonomy in pre-service teacher education: Phase 2: Tracking former participants (PB, SM, RS, EU).

29th April 2008, 2-4pm, Room MS03 (Maths Building):

Talk by Simon Borg: ‘"Please answer the questions as accurately as possible": The use of questionnaires in studying teachers’ beliefs’


Term 2: 2007-8


Week 6: Experienced language teachers designing materials in teams: research so far, and aspirations (JK, AMP)

Week 8: Teacher education capacity-building for countries in transition: sharing some ideas (RS)

Week 10: Teachers' use of metaphor in making sense of the first year of teaching: pre-conference talk (SM)

Term 3: 2007-8


Week 2: Action research as a strategy to develop teacher-learner autonomy in pre-service teacher education: Phase 2: Tracking former participants (PB, SM, RS, EU)

Week 4: Teacher education for learner autonomy: background (RS)

Week 6: Teachers’ intuition: pre-conference talk (JK)

Week 8: Use of audio feedback in teacher education: sharing ideas (SM)

Week 10: ‘Teacher education for learner autonomy’: draft papers (RS, AMP)

Other activities: ELTED meeting(s); one or two sessions with students to explain what we’re doing / see whether they might participate; separate meetings of ‘Experienced language teachers designing materials in teams’ and ‘Developing teacher-learner autonomy’ sub-groups