Newcastle University

Roles and Responsibilities

School Director of Research
REF Coordinator for Applied Linguistics

ECLS Director, iLAB:Learn
DPD MA Applied Linguistics Research
Chair IPhD Board of Examiners

Qualifications

Academic Qualifications

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.’

Professional Qualifications

1983 International House London. RSA Cert TEFL
1984 Durham University School of Education. PGCE
1989 Centre for British Teachers, Brunei. RSA Dip TEFL

Memberships

I am Chair of the UK New Route PhD Consortium. I am a member of the British Association of Applied Linguistics and the Authors' Licensing and Collecting Society.

Research Interests

The knowledge which is created by my research is of how people communicate in professional settings. 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

http://eprint.ncl.ac.uk/author_pubs.aspx?author_id=72569

I also research how digital technology can be combined with a task-based approach to promote language learning. 

Current Work

I am currently working on the research project: Learning languages, cultures and cuisines in digital interactive kitchens - see below for details as well as the website http://digitalinstitute.ncl.ac.uk/ilablearn/kitchen

Research Roles

REF Coordinator for Applied Linguistics for the 2013 exercise.
School Director of Research and Chair, School Research Committee.
Chair, UK New Route PhD Consortium.
Editor, Annual Review of Education, Communication and Language Sciences electronic journal www.ecls.ncl.ac.uk/publish/
Journal Editorial Board member, Classroom Discourse, English Profile Journal, Novitas Royal, Bellaterra.

ECLS Director, iLAB:Learn 

Postgraduate Supervision

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 and Chen-Ying Li.
I am currently supervising: Wen-Hsing Yang, Hiromi Mitani, Chanidapa Sookcharoen, Li-Ting Cheng, Ming-Fen Lo, Saad Al-Mutairi, Andy Harris, Nor Ishak, Aki Imuro.

Esteem Indicators

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.

I have given invited plenary talks at conferences in Denmark, UK, Italy, Korea, Germany, Switzerland, Spain, Turkey, Finland and Malaysia.
I am currently external examiner for:
University of Warwick Doctorate in Education and MA programmes(ELT and Applied Linguistics)
University of Southampton MA Applied Linguistics and MA ELT.
I have been external examiner for 10 UK doctorates as well as for theses in Australia, Finland, Spain and Switzerland.
Expert list member, EU Comenius and Erasmus programmes.

Funding

Learning languages, cultures and cuisines in digital interactive kitchens

This project received a grant of €400,000 from the European Union KA2 Programme and runs for 3 years from 1 December 2011. Paul Seedhouse and Patrick Olivier are lead investigators.

The project develops new materials for our existing application of technology to language learning, namely the use of embedded digital sensors (ambient intelligence)  together with a Task Based learning approach. In a previous project, we have built digital kitchens that speak to the users in French and give them step-by-step instructions on how to prepare French cuisine. Sensors (accelerometers) are attached to kitchen equipment and ingredients so when an item is correctly or incorrectly moved, participants can be given appropriate verbal feedback. Users learn targeted grammar and vocabulary items by doing the task and are post-tested on those items on a digital screen.

Students in classrooms rehearse the language, rather than carrying out actions, and it is difficult to bring foreign culture to life in the classroom. The pedagogical design of the kitchen means that learners learn European languages whilst performing a meaningful real-world task and experience the cultural aspect of learning to cook a European dish.

We propose to use the technology developed for the French digital kitchen project to produce materials for other European languages and cuisines: English, German, Spanish, Catalan, Italian and Finnish. Partner institutions develop materials for use with specific languages and cuisines, including cultural aspects. Partners are the University of Modena and Reggio Emilia, the University of Helsinki, Paderborn University and Universitat Autònoma de Barcelona.

This European Digital Kitchen project will produce a network of 7 functioning portable kitchens across Europe, each of which can teach 7 languages and cuisines. Each unit consists of a laptop with touchscreen and a set of utensils with embedded sensors.

This study targets lifelong learning, higher and vocational education and training, promoting learning of 7 languages and linguistic diversity. The study will impact on learners who use the kitchens, whilst open platform technology means that a much broader exploitation is achievable.

Industrial Relevance

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. 

Projects

• The interactional organisation of the IELTS speaking test
  Project Leader(s): Paul Seedhouse
  The project produced a qualitative study of the IELTS Speaking Test, which is the most widely used English proficiency test for overseas applicants to British universities.

Postgraduate Teaching

I am module leader for the following modules : Research Methods in Applied Linguistics , Research Methods in Applied Linguistics for Doctoral Students.  I also teach on the following modules: Teaching and Learning in Higher Education, Understanding Second Language Classroom Interaction and the HASS Faculty research training programme.

• Seedhouse P. Conversation Analytic Research into Language Teaching and Learning. In: Hinkel, E, ed. Handbook of Research in Second Language Teaching and Learning. Abingdon, Oxon: Routledge, 2011, pp.345-363.
• Richards K, Ross S, Seedhouse P. Research Methods for Applied Language Studies. Abingdon: Routledge, 2011.
• Seedhouse P, Harris A. Topic development in the IELTS Speaking Test. IELTS Research Reports 2011, 12, 55-110.
• Seedhouse P. How research methodologies influence findings. Novitas-ROYAL (Research on Youth and Language) 2010, 4(1), 1-15.
• Seedhouse P. A framework for conceptualising learning in applied linguistics. In: Seedhouse, P; Walsh S; Jenks, C, ed. Conceptualising Learning in Applied Linguistics. London: Palgrave Macmillan, 2010, pp.240-256.
• Li C-Y, Seedhouse P. Classroom Interaction in Story-Based Lessons with Young Learners . Asian EFL Journal 2010, 12(2), 288-312.
• Seedhouse P, Walsh S, Jenks CJ, ed. Conceptualising 'Learning' in Applied Linguistics. London, UK: Palgrave MacMillan, 2010.
• Walsh S, Seedhouse P. Learning a second language through classroom interaction. In: Seedhouse P; Walsh S; Jenks C, ed. Conceptualising 'Learning' in Applied Linguistics. London: Palgrave Macmillan, 2010, pp. 127-146.
• Seedhouse P. Locusts, snowflakes and recasts: complexity theory and spoken interaction. Classroom Discourse 2010, 1(1), 4-24.
• Seedhouse P. The Relationship between Pedagogical Focus and Interaction in L2 Lessons. In: Macaro E, ed. The Continuum Companion to Second Language Acquisition. London: Continuum, 2010, pp. 220-246.
• Seedhouse P, Almutairi S. A Holistic Approach to task-based Interaction.. International Journal of Applied Linguistics 2009, 19(3), 311-338.
• Seedhouse P. How Language Teachers Explain to Student What They are Supposed to Do. In: Spreckels, J, ed. Erklären im Kontext – Neue Perspektiven aus der Unterrichts-, Alltags- und Berufspraxis. Schneider Hohengehren: Baltmannsweiler, 2009, pp.66-80.
• Young TJ, Sachdev I, Seedhouse P. Teaching and learning culture on English language programmes: a critical review of the recent empirical literature.. Innovation in Language Learning and Teaching 2009, 3(2), 149-169.
• Seedhouse P. Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers. In: Garton S & Richards K, ed. Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan, 2008, pp. 42-57.
• Bowles H, Seedhouse P, ed. Conversation Analysis and Languages for Specific Purposes. Oxford, UK: Peter Lang, 2007.
• Seedhouse P, Richards K. Describing and Analysing Institutional Varieties of Interaction. In: Bowles, H; Seedhouse, P, ed. Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, 2007, pp. 17-36.
• Seedhouse P. Interaction and Constructs. In: Hua Z; Seedhouse P; Wei L; Cook V, ed. Language Learning and Teaching as Social Inter-Action. Basingstoke: Palgrave Macmillan, 2007, pp. 9-21.
• Bowles H, Seedhouse P. Interactional Competence and the LSP Classroom. In: Bowles, H; Seedhouse, P, ed. Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, 2007, pp. 305-330.
• Hua Z, Seedhouse P, Wei L, Cook V, ed. Language Learning and Teaching as Social Interaction. Basingstoke: Palgrave Macmillan, 2007.
• Seedhouse P. On ethnomethodological CA and "Linguistic CA": A reply to Hall. Modern Language Journal 2007. , 91(4), 527-533.
• Seedhouse P. Classroom Interactions. Revue Française de Linguistique Appliquée 2006,11 2 111-122.
• Seedhouse P, Egbert M. The interactional organisation of the IELTS Speaking Test. IELTS Research Reports 2006,6 6 161-205.
• Seedhouse P. "Task" as research construct. Language Learning 2005, 55(3), 533-570.
• Seedhouse P, Yazigi R. 'Sharing Time' with young learners. TESL-EJ 2005, 9(3).
• Richards K, Seedhouse P, ed. Applying Conversation Analysis. Basingstoke:Palgrave Macmillan,2005.
• Yazigi R, Seedhouse P. ‘Sharing Time’ with young learners. T E S L - E J (Teaching English as a Second Language Electronic Journal ) 2005,9 3 A-1.
• Seedhouse P. Conversation Analysis and language learning. Language Teaching 2005, 38(4), 165-187.
• Seedhouse P. Conversation Analysis as Research Methodology. In: Richards K; Seedhouse P, ed. Applying Conversation Analysis. Basingstoke: Palgrave Macmillan, 2005, pp. 251-266.
• Ustunel E, Seedhouse P. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 2005, 15(3), 302-325.
• Seedhouse P. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell, 2004.
• Seedhouse P. The case of the missing "no": The relationship between pedagogy and interaction. Language Learning 2001, 51(s1), 347-385.
• Seedhouse P. Task-based interaction. English Language Teaching Journal 1999, 53(3), 149-156.
• Seedhouse P. The relationship between context and the organisation of repair in the L2 classroom. IRAL - International Review of Applied Linguistics in Language Teaching 1999, 37(1), 59-80.
• Seedhouse P. CA and the analysis of foreign language interaction: A reply to Wagner. Journal of Pragmatics 1998, 30(1), 85-102.
• Seedhouse P. Portraying the Complexity of L2 Classroom Interaction. In: Gewehr, W., ed. Aspects of Modern Foreign Language Teaching in Europe. London, UK: Routledge, 1998, pp. 108-120.
• Seedhouse P. Combining form and meaning. English Language Teaching Journal 1997, 51(4), 336-344.
• Seedhouse P. The Case of the Missing 'No': The Relationship between Pedagogy and Interaction. Language Learning 1997, 47(3), 547-583.
• Seedhouse P. Classroom interaction: possibilities and impossibilities. ELT Journal 1996, 50(1), 16-24.
• Seedhouse P. L2 Classroom Interaction: Possibilities and Impossibilities. English Language Teaching Journal 1996, 50(1), 16-24.
• Seedhouse P. Needs Analysis as a Basis for CALL Materials Design.. Computer Assisted Language Learning 1996, 9(1), 63-74.
• Seedhouse P. L2 Classroom Transcripts: Data in Search of a Methodology?. Teaching English as a Second Language Electronic Journal 1995, 1(4), a-1.
• Seedhouse P. Needs analysis and the General English classroom. English Language Teaching Journal 1995, 49(1), 59-65.
• Seedhouse P. Linking Pedagogical Purposes to Linguistic Patterns of Interaction. International Review of Applied Linguistics 1994, 32(4), 309-326.