Professor Paul Seedhouse
Professor of Educational and Applied Linguistics
- Email: email@example.com
- Telephone: +44 (0) 191 208 8873
- Fax: +44 (0) 191 208 6546
- Address: Room 3.01
King George VI Building
School of Education, Communication and Language Sciences
Queen Victoria Road
Newcastle upon Tyne
Roles and Responsibilities
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.’
2016 Newcastle University. D Litt. Title of thesis: ‘Spoken Interaction as a Complex System’.
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 a project on the IELTS Speaking Test: Candidates Questioning Examiners in the IELTS Speaking Test: An Intervention Study, funded by British Council/IELTS.
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. http://www.linguacuisine.com/
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.
For videos of my talks on the IELTS Speaking Test and on task-based interaction go to:
http://tv.unimore.it/index.php/archivio/video-societa/344-eurosla-20-20th-annual-conference-of-the-european-second-language-association and https://www.youtube.com/watch?v=Q6ZHZ0WT2n0&index=10&list=PLklwCZNOMbIhxtTq94CMyct6VQjd7WtV0
I am currently external examiner for:
University of Edinburgh MSc Applied Linguistics
I have been external examiner for 13 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
3) Paul Seedhouse and Rob Comber have received an Erasmus Plus grant of €323,886 for the Linguacuisine project, starting on September 1 2016.
Whereas our previous EU-funded Lancook or European Digital Kitchen project produced sensorised digital kitchen equipment, we will create for the new Linguacuisine project free downloadable smartphone and tablet apps (android and Apple). These will enable users to be guided through cooking a range of recipes in 6 different European languages. The phone or tablet will speak to the users in the foreign language and offer multimedia help to users in terms of photos and videos. Users will be able to access different levels of help to support their language learning depending on their levels of competence. As no sensors are involved, users will let the phone or tablet know when they are ready to move to the next step.
The main aim is to create a sustainable model for the production and use of multimedia materials for learning languages, cuisines and cultures based on user-generated content in support of a community of practice in those areas. Working with Action Foundation in Newcastle and the national organisation the Workers Educational Association, we will take 20 participants who would like to improve their digital skills, including migrant and refugees. We firstly provide them with digital, transferable and language skills. We will co-design the app and authoring tool with them, thus ensuring that the apps will be usable by most social groups in the EU. Then we enable them to use the authoring tool to author a multimedia social recipe for language learning. We will develop of online communities of practice in 6 EU languages which bring people together in sharing and cooking the recipes. Dissemination activities will ensure that people across the EU will share and author social recipes themselves.
To produce a downloadable tablet and smartphone app (android and iphone) which will enable users to be guided through cooking a recipe in 6 official EU languages. Further languages can easily be added using the authoring tool.
To create an online community of practice with access via the apps.
Participants will learn aspects of a foreign languages, cuisines and cultures by using the apps.
To develop a certification system for the digital competence which participants develop.
The needs addressed are: improving basic skills, specifically digital competence, and engaging people who would like to improve their digital skills (including refugees and migrants) with technology; certifying and assessing levels of digital competence; learning foreign languages, cultures and cuisines;
Information on the project and (from 2018) the free downloadable Linguacuisine app will become available on www.linguacuisine.com. Project partners are: Hellenic Open University; University of Modena and Reggio Emilia; Workers Educational Association; Action Foundation.
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.
- Seedhouse P, Knight D. Applying Digital Sensor Technology: A Problem-Solving Approach. Applied Linguistics 2016, 37(1), 7-32.
- Seedhouse P, ed. Task-based Language Learning in an Immersive Digital Environment: The European Digital Kitchen. Bloomsbury, 2016. In Preparation.
- Seedhouse P, Nakatsuhara F. The Discourse of the IELTS Speaking Test: The Institutional Design of Spoken Interaction for Language Assessment. Cambridge University Press, 2016. In Preparation.
- Seedhouse P, Preston A, Olivier P. Blending pedagogy, technology, skills and food: The French digital kitchen project. In: McCarthy, M, ed. The Cambridge Guide to Blended Learning. Cambridge, UK: Cambridge University Press, 2015, pp.163-175.
- Preston A, Balaam M, Seedhouse P, Rafiev A, Jackson D, Olivier P. Can a kitchen teach languages? Linking theory and practice in the design of context-aware language learning environments. Smart Learning Environments 2015, 2(9).
- Jenks CJ, Seedhouse P, ed. International Perspectives on ELT Classroom Interaction. Basingstoke: Palgrave Macmillan, 2015.
- Seedhouse P. L2 Classroom Interaction as a Complex Adaptive System. In: Markee, N, ed. The Handbook of Classroom Discourse and Interaction. Malden, MA: Wiley-Blackwell, 2015, pp.373-389.
- Seedhouse P, Supakorn S. Topic-as-script and Topic-as-action in Language Assessment and Teaching. Applied Linguistics Review 2015, 6(3), 393-413.
- Preston A, Seedhouse P, Balaam M, Rafiev A, Jackson D, Olivier P. Kitchen as Classroom: Shifting perspectives in the design and evaluation of new technologies for learning. In: British Educational Research Association Annual Conference 2014. 2014, London.
- Seedhouse P, Preston A, Olivier P, Jackson D, Heslop P, Balaam M, Rafiev A, Kipling M. The European Digital Kitchen Project. Bellaterra Journal of Teaching & Learning Language & Literature 2014, 7(1), 1-16.
- Seedhouse P, Harris A, Naeb R, Üstünel E. The relationship between speaking features and band descriptors: a mixed methods study. IELTS Research Reports Online Series 2014, 2014(2), 1-30.
- Preston A, Seedhouse P. A pervasive language learning environment:The European Digital Kitchen. In: Global perspectives on Computer-Assisted Language Learning (WorldCALL). 2013, Glasgow, UK.
- Seedhouse P. Conversation Analysis. In: Bayley, R., Cameron, R. & Lucas, C, ed. The Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press, 2013, pp.91-110.
- Seedhouse P. Oral proficiency interviews as varieties of interaction. In: Ross, SJ; Kasper, G, ed. Assessing Second Language Pragmatics. Houndmills, Basingstoke: Palgrave Macmillan, 2013, pp.199-219.
- Seedhouse P, Preston A, Olivier P, Jackson D, Heslop P, Plötz T, Balaam M, Ali S. The French Digital Kitchen: Implementing Task-Based Language Teaching beyond the Classroom. International Journal of Computer-Assisted Language Learning and Teaching 2013, 3(1), 50-72.
- Preston A, Seedhouse P, Olivier P, Jackson D, Heslop P, Wagner J, Ploetz T, Ali S. Can a kitchen teach me French?: Using digital technology to learn French language and cuisine. Francophonie 2012, 46, 3-10.
- Seedhouse P. Conversation Analysis and Classroom Interaction. Malden, Massachusetts, USA: Wiley-Blackwell Publishing, Inc, 2012. Available at: http://dx.doi.org/10.1002/9781405198431.wbeal0198.
- Hooper C, Preston A, Balaam M, Seedhouse P, Jackson D, Pham C, Ladha C, Ladha K, Ploetz T, Olivier P. The French Kitchen: Task-Based Learning in an Instrumented Kitchen. In: 14th International Conference on Ubiquitous Computing (Ubicomp). 2012, Pittsburgh, Pennsylvania, USA: ACM.
- Seedhouse P, Preston A. Using Digital Technology to Teach Language and Cuisine. In: III European Conference on Information Technology in Education and Society: A Critical Insight (TIES). 2012, Barcelona, Spain: Esbrina, Universitat de Barcelona.
- Seedhouse P. What kind of interaction receives high and low ratings in Oral Proficiency Interviews?. English Profile Journal 2012, 3(1), e2.
- 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.
- Seedhouse P, Ali S, Jackson D, Ploetz T, Olivier P. Learning French in a Digital Kitchen. In: International Conference of the European Association on Computer-Assisted Language Learning. 2011, Nottingham, UK.
- Richards K, Ross S, Seedhouse P. Research Methods for Applied Language Studies. Abingdon: Routledge, 2011.
- Dixon P, Schagen I, Seedhouse P. The impact of an intervention on children's reading and spelling ability in low-income schools in India. School Effectiveness and School Improvement 2011, 22(4), 461-482.
- 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. Basingstoke: 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.
- Seedhouse P, Walsh S. Learning a Second Language through Classroom Interaction. In: Seedhouse, P., Walsh, S., Jenks, C, ed. Conceptualising 'Learning' in Applied Linguistics. Basingstoke: 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. No Negative Evidence? Brown and Hanlon Reinterpreted. Enletawa Journal 2010, 2, 7-22.
- 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.