REF Coordinator for Applied Linguistics
ECLS Director, iLAB:Learn
Co-ordinator, Applied Linguistics and Communication Research Group
DPD MA Applied Linguistics Research
1979 University of Durham. BA(Honours)Class 2:1,German(French subsid.)
1992 University of Aston. MSc in Teaching English.
1996 University of York D Phil. Title of thesis: ‘Learning Talk: a Study of the Interactional Organisation of the L2 Classroom from a CA Institutional Discourse Perspective.’
1983 International House London. RSA Cert TEFL
1984 Durham University School of Education. PGCE
1989 Centre for British Teachers, Brunei. RSA Dip TEFL
I am a member of the British Association of Applied Linguistics, the Authors' Licensing and Collecting Society and the British Science Association.
The knowledge which is created by my research is of how people communicate in professional settings. I portray spoken interaction as a complex, holistic, adaptive system. Specifically, I uncover how the organisation of interaction in an institutional setting is related to the institutional goals. Close examination of the detail of the interaction can reveal issues and problems which can then be tackled through policy or training.
To get free electronic access to a number of my publications, please go to
My Google Scholar page is http://scholar.google.co.uk/citations?user=NjHoLhMAAAAJ&hl=en&oi=ao
I am PI on Video Enhanced Observation Europa, a €270K Erasmus Plus KA2 Strategic Partnerships for School Education grant. https://veoeuropa.com/
I am PI (jointly with Rob Comber) on Linguacuisine, a €324K Erasmus Plus KA2 Strategic Partnerships for Adult Education grant.
Details of the grants are below.
REF Coordinator for Applied Linguistics for the 2013 and 2020 exercises.
Editorial Board member for the journals: Language Teaching, Classroom Discourse, English Profile Journal, Novitas Royal, Bellaterra, ARECLS.
Co-editor, Edinburgh University Press Book Series 'Studies in Social Interaction'.
ECLS Director, iLAB:Learn
Chair, Applied Linguistics Research Group
PhD students who have completed are Ghaleb Rababah, Jim Ackers, Aboubaker El-Aswad, Eda Ustunel, Chris Jenks, Navaporn Sanprasert, Kitcha Thepsiri, Buthayna Al-Garawi, Hanan Waer, Olcay Sert, Chen-Ying Li, Saad Al-Mutairi, Dorine Lugendo, Aki Imuro Siegel, Cihat Atar and Andy Harris.
I am currently supervising: Jaeuk Park, Ming-Fen Lo, Sumita Supakorn, Khansaa Martakush, Monthon Kanokpermpoon, Miaomiao Zuo, Saziye Savaskan .
The Modern Language Association of America awarded me its twenty-fifth annual Kenneth W. Mildenberger Prize in 2005 for my book The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. The prize is awarded annually for an outstanding work in the fields of language, culture, literacy, or literature with strong application to the teaching of languages other than English. The book was also shortlisted for the British Association for Applied Linguistics Book Prize 2005.
The book Conceptualising Learning in Applied Linguistics, for which I was first editor, was runner-up in the British Association for Applied Linguistics Book Prize 2011.
The French Digital Kitchen project won the 2012 European Language Label prize.
I have given invited plenary talks at conferences in Denmark, UK, Italy, Korea, Germany, Switzerland, Spain, Turkey, Finland, Thailand, Vietnam and Malaysia.
I am currently external examiner for:
University of Edinburgh MSc Applied Linguistics
I have been external examiner for 12 UK doctorates as well as for theses in Australia (2), Finland, Spain and Switzerland.
Expert list member, EU Comenius and Erasmus programmes.
I currently have 3 funded projects:
1) A grant of £30,000 from the British Council for research on : ‘Candidates Questioning Examiners in the IELTS Speaking Test: An Intervention Study’.
This study aims to evaluate the effect of an intervention, namely an additional component in the Speaking Test. This is a very short section in which the candidate has to ask questions on a topic to the examiner, who will reply. Asking questions is a necessary skill for university students and may or may not give raters useful additional data. The outcome will be an evaluation of whether candidate-led question-answer sequences are in fact produced and whether value is added or not.
This is the fourth grant I have received for researching the IELT Speaking Test IELTS Tests are currently taken by over 2.5 million people each year.
2) I am PI on Video Enhanced Observation, a €270K Erasmus Plus KA2 Strategic Partnerships for School Education grant. Paul Miller and Jon Haines, who run the spin-off company Video Enhanced Observation Limited (VEO), are part of the project team. The consortium brings together 6 partners from 5 countries and aims to improve the quality and efficiency of education and training by using an innovative technological approach to support initial teacher training and continuing professional development. The project builds on work undertaken by Newcastle University spin-off company VEO Ltd, which has developed an iPad App for classroom observation – the VEO, Video Enhanced Observation. This App adopts a novel and data-driven approach to classroom observation by enabling the observer to tag a whole range of different aspects of both teaching and learning, which can then be reviewed. https://veoeuropa.com/
The project partners are: edEUcation ltd UK; Padagogische Hochschule Karlsruhe Germany; Lapin Yliopisto Finland; Hayatboyu Ogrenme Akademisi Dernegi Turkey; Regionalen inspectorat po obrazovanieto-Haskovo Bulgaria.
The main outputs are:
• an enhanced App
• an online platform hosting a set of training modules
• a portfolio of best practice resources
• a community of practice
• a series of case studies
• a research report and publications.
The project will customise the App so that it can be used across a range of different country contexts and will create a set of downloadable training resources. These will tested with 20 trainees or existing teachers in each of four schools or training organisations in each country, a total of 400 teachers. Additionally through the dissemination strand, the project will reach a further 250 key stakeholders including School Leadership teams, Teacher Training Organisations including HEIs, NGOs, Teaching Unions and National Ministries. Within the exploitation strand, partners will exploit their networks to reach European wide organisations.
The project has a research strand, which will analyse the methodology and its impact. This will ensure maximum access at a European level and inform policy development. Having published empirical evidence will enhance credibility of VEO with teachers and head teachers.
The anticipated impact will be evidence of improved teacher performance, improved confidence and motivation in teachers and a demonstration of how this technology can be used to provide a more targeted, effective and cost-effective method of professional development.
Website - www.veo-group.com
Able to record and analyse communication in institutional settings. Close analysis of details of the interaction can uncover the sources of communication problems and suggest solutions to these.
Applications of digital technology to language learning.
I am module leader for the following modules : Spoken Interaction in Language Learning and Testing Contexts , Research Methods in Applied Linguistics for Doctoral Students. I also teach on the HASS Faculty research training programme.