Professor Steve Walsh
Professor of Applied Linguistics
- Email: email@example.com
- Telephone: +44 (0) 191 208 5094
- Address: Room 3.6 KGVI
School of ECLS
King George VI Building
Queen Victoria Road
Newcastle upon Tyne
I joined ECLS in March 2007 from Queen's University Belfast where I had been working for almost 10 years. Most of my working life has been spent abroad, working as an English language teacher and teacher educator in Spain, Hong Kong, Hungary, Ireland, Poland and China. I am committed to teacher education, especially second language teacher education, and enjoy working with teachers to develop a closer understanding of teaching and learning in all contexts.
Roles and Responsibilities
Professor of Applied Linguistics
Director of Postgraduate Research.
Degree Programme Director for Integrated PhD in Educational and Applied Linguistics.
Module leader for Teacher Self-development for TESOL and Advanced Issues in Applied Linguistics.
Member of CfLAT Research Centre.
Member of CRILLS (Centre for Research in Linguistics and Language Sciences) management group.
BA (Hons) French and Management Studies
PGCE (French and German)
MA in Linguistics and English language Teaching
RSA Diploma in English Language Teaching to Adults
PhD in Applied Linguistics
Lecturer in Education, Queen's Unviersity Belfast (QUB) (2002-2007)
Head of TEFL Centre and Lecturer In TEFL, QUB (1997-2002)
Lecturer in TEFL, University College Cork, Ireland (1994-1997)
Outreach Training Co-ordinator, Joszef Attila University, Hungary (1992-1994)
Lecturer in English, Sir Robert Balck College of Education, Hong Kong (1989-1992)
British Association of Applied Linguistics
International Association for Teaching English as a Foreign Language
British Educational Research Association
French, German, Spanish
A little cantonese and Hungarian!
Cycling, walking, travel.
I am interested in all aspects of classroom discourse, especially the relationship between 'talk' and learning. In addition to describing the interaction which takes place in a range of contexts, I am interested in developing interactional awareness among both teachers and learners.
Second language teacher education
Action research and critical reflective practice
Analyzing spoken and written discourse
I am working on a large (1m words) corpus of spoken academic discourse NUCASE: Newcastle University Corpus of Academic Spoken English. This corpus will be analyzed using both qualitative and quantitative research methodologies (Conversation Analysis with Corpus Linguistics) to uncover the complex relationships between language, interaction and learning in a HE context. The research undertaken at Newcastle University will contribute to the ‘re-profiling’ of descriptors which are currently being used in language testing around the world and result in the employment of ‘interactional competence’ as a new element in the assessment of speaking in international language tests. The data will also be used to enhance learning and teaching at the University.
Other projects planned or in preparation include:
- Whose English, Which English (2)? This project is the second (funded) part of a pilot project which looked at the varieties of English used by learners and teachers around the world. The second part of the project will be used to ascertain teacher attitudes towards English as a Lingua Franca.
Following the successful funded research project (2005) in a healthcare context, I aim to look at the ways in which doctors-in-training communicate with their patients.This project will address the question of how a closer understanding of doctor-patient interaction can result in better case-history taking and, ultimately, in better diagnosing of illnesses.
A project (with Knight, Newcastle University) looking at the ways in which mobile technology can be used to help university students with their course-work. The project ‘M-Learning in the Wild’ will consider the ways in which mobile technology can be used outside the classroom (‘in the wild’) to promote discussion, engagement and evaluation of written work by students.
Member of CfLAT (Centre for Research in Learning and Teaching)research centre
Member of CRILLS (Centre for Research in Linguistics and Language Sciences) management team.
Member of IVACS (Inter-varietal applied corpus studies) research centre with the Universities of Limerick, Nottingham and Hong Kong.
I am presentely supervising 12 students who are looking at a number of issues relating to spoken and written discourse, including: discussion skills in university seminars, interpersonal awareness in EFL classrooms, developing conversation skills in EAL contexts, academic discourse in Saudi universities, word-searches in Taiwanese schools.
1999-2006, Examiner, examiner trainer and senior examiner for IELTS (International English Language Testing System) examination.
University of Leeds, BA in TESOL (Oman), 2003-present.
University of Leeds, MA in TESOL (China), 2002-present.
Dundalk Institute of Technology, BA in Business Studies with English, 2001-present.
University of Limerick, MA in English Language Teaching, 2006- present.
University of Nottingham, MA in English Language Teaching, 2007.
- TATE: Teaching and Teacher Education (reviewer)
- The Linguistics Journal (Associate Editor)
- Applied Linguistics (reviewer)
Invited plenary speaker, University of Seoul, Korea, 25.05.07, ‘Globalisation: promoting equality or perpetuating inequality’.
Invited speaker presentation, University of Bristol, research seminar series, 02.05.07, ‘New approaches to investigating classroom interaction’.
Invited speaker presentation, Leeds Metropolitan University research seminar series, 21.02.07: ‘SETT: self-evaluation of teacher talk’.
Invited speaker presentation, International conference on higher education, European Public Law Center, Athens, Greece, 10.02.06: ‘New approaches to learning in higher education in the U.K’.
Invited speaker presentation, University of Shenzhen (China) research seminar, 13.03.06: ‘Task-based language learning: a context-base approach’.
Invited speaker presentation, University College Cork, Ireland, Second Language Learning in Foreign and Immersion Language Classrooms (one-day conference), 08.04.06: ‘Developing interactional awareness in the second language classroom’.
Invited speaker presentation, Mary Immaculate College, Limerick, Ireland, 23.11.05: ‘Text and tape-based approaches to new language’,
Invited speaker presentation: University of Limerick, 23.04.05: ‘Investigating Classroom Discourse’.
McKendry, E., Walsh, S. et al ‘CRAMLAP: Celtic Regional and Minority Languages Project’, 160,000 euro, EU-funded, February 2004.
Walsh, S., ‘Enhancing interactional awareness to promote active learning’ (submitted to QUB TQEF (Teaching Quality and Enhancement Fund), £5,000, June 2004.
Walsh, S. and Winter, E., ‘Critical reflective practice in initial teacher education: a comparative study’, British Academy, £6,650 awarded, January 2005.
Morison, S., Walsh, S. ‘Centre for excellence in inter-professional education (CEIPE)’. HEA-funded initiative to support and enhance university teaching, learning and assessment, £1.2m over 5 years, May 2005.
My work has relevance for any organisation seeking to better understand the 'talk-in-interaction' of the workplace and/or to help staff and colleagues communicate more effectively.
I am the module leader for ALT8104 'Teacher Development for TESOL' and ALT8103 'Learning and Teaching in Higher Education'. I also lead 'Discourse Analysis for English language Teachers' and contribute to ALT8001 'Research Methods in Applied Linguistics'.
I supervise M-Level and Doctoral students and am especially interested in supervising students interested in teacher development, second language teacher education and classroom discourse. I am also interested in projects using conversation analysis and discourse analysis as methodologies.
- Knight D, Walsh S, Papagiannidis S. I’m having a Spring Clear Out: A Corpus-based Analysis of e-transactional Discourse . Applied Linguistics 2017, 38(2), 235-257.
- Walsh S, Morton T. Editorial. Classroom Discourse 2017, 8(1), 1-2.
- Mann S, Walsh S. Reflective Practice in English Language Teaching: research-based principles and practices. Routledge, 2017. In Press.
- Mann S, Walsh S. Reflective Practice in English Language Teaching: Research-Based Principles and Practices. Abingdon, Oxon: Taylor and Francis, 2017.
- Walsh S, Morton T. Sociocultural theory and classroom discourse. Bloomsbury, 2017. In Preparation.
- Walsh S, Knight D. Analysing spoken discourse in university small group teaching. In: Creating and Digitizing Language Corpora: Volume 3: Databases for Public Engagement. Palgrave Macmillan, 2016, pp.291-319.
- Escobar C, Walsh S. 'Classroom interactional competence in content and language integrated learning'. In: T. Morton; A. Llinares, ed. Applied Linguistics Perspectives on CLIL. 2016. In Press.
- Walsh S, Li L. 'Classroom talk, interaction and collaboration’. In: G. Hall, ed. Routledge Handbook of English Language Teaching. Routledge, 2016.
- Young TJ, Walsh S, Schartner A. Which English? Whose English? Teachers’ beliefs, attitudes and practices. London: British Council, 2016. ELT Research Papers 16.04.
- Walsh S, Mann S. Doing reflective practice: a data-led way forward. ELT Journal 2015, 69(4), 351-362.
- Walsh S, Mann S. 'Doing reflective practice: a data-led way forward'. English Language Teaching Journal 2015, 69(4), 351-362.
- Walsh S, Knight D. Analysing spoken discourse in University small group teaching. In: Corrigan, K. and Mearns, A, ed. Creating and Digitizing Language Corpora. London: Palgrave, 2014. In Preparation.
- Walsh S. English Profile Studies 1. Criterial Features in L2 English: Specifying the Reference Levels of the Common European Framework. ELT Journal 2014, 68(1), 85-88.
- Walsh S. English Profile Studies 2. Language Functions Revisited: Theoretical and Empirical Bases for Language Construct Definition across the Ability Range. ELT Journal 2014, 68(1), 85-88.
- Walsh S. Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press, 2013. In Press.
- Walsh S, Li L. Conversations as space for learning. International Journal of Applied Linguistics 2013, 23(2), 247-266.
- Walsh S. Educational linguistics. In: Bublitz, W., Jucker, A.H., Schneider, K.P, ed. Handbooks of Pragmatics. Mouton de Gruyter, 2013. In Preparation.
- Mann S, Walsh S. RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review 2013, 4(2), 291-315.
- Mann S, Walsh S. 'RP or ‘RIP’: a critical perspective on reflective practice’. Annual review of Applied Linguistics 2013.
- Sert O, Walsh S. The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education 2013, 27(6), 542-565.
- O'Keeffe A, Walsh S. Applying corpus linguistics and conversation analysis in the investigation of small group teaching in higher education. Corpus Linguistics and Linguistic Theory 2012, 8(1), 159-181.
- Young TJ, Walsh S. Invited plenary address on ‘Interactional and intercultural competence and the Clinical Skills Assessment’. In: Northern Deanery East Cumbria GP Trainers' Annual Conference. 2012, Bassenthwaite, Cumbria.
- Walsh S. Teacher development and classroom interaction. Edinburgh University Press, 2012. In Preparation.
- James D, Walsh S. Using conversation analysis to explore the power balance of discourse in video-interaction guidance. 2012. In Preparation.
- Walsh S, Morton T, O'Keeffe A. Analysing university spoken interaction A CL/CA approach. International Journal of Corpus Linguistics 2011, 16(3), 325-344.
- Walsh S, Morton T, O'Keeffe A. Analyzing university spoken interaction: a CL/CA approach. Applying Corpus Linguistics: Special issue of International Journal of Corpus Linguistics 2011, 16(3), 325-345.
- Walsh S. Exploring Classroom Discourse: Language in action. Abingdon: Routledge, 2011.
- Li L, Walsh S. 'Seeing is believing': looking at EFL teachers' beliefs through classroom interaction. Classroom Discourse 2011, 2(1), 39-57.
- Li L, Walsh S. Technology uptake in Chinese EFL classes. Language Teaching Research 2011, 15(1), 99-125.
- Young TJ, Walsh S. ‘Which English?’ An investigation of the beliefs of ‘non-native’ speaking teachers. In: 4th International Conference on Intercultural Pragmatics. 2010, Madrid, Spain.
- Seedhouse P, Walsh S, Jenks CJ, ed. Conceptualising 'Learning' in Applied Linguistics. London, UK: Palgrave MacMillan, 2010.
- Walsh S. Designing and using corpus-based materials. In: McCarthy, M., O’Keeffe, A, ed. The Routledge Handbook of Corpus Linguistics. London, UK: Routledge, 2010.
- Walsh S, O'Keeffe A. Investigating higher education seminar talk. Novitas-ROYAL 2010, 4(2), 141-158.
- 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.
- McCarthy M, O'Keeffe A, Walsh S. Vocabulary Matrix: Understanding, Learning, Teaching. Andover: Heinle: Cengage Learning, 2010.
- Young TJ, Walsh S. Which English? Whose English? An investigation of 'non-native' teachers' beliefs about target varieties. Language, Culture and Curriculum 2010, 23(2), 123-137.
- McCabe M, Walsh S, Wideman R, Winter E. The R word in teacher education: understanding the teaching and learning of critical reflective practice. International Electronic Journal for Leadership in Learning 2009, 13.
- McCarthy M, O'Keeffe A, Walsh S. The Vocabulary Matrix. London and New York: Thomson Publishing, 2009.
- Walsh S, O'Keeffe A, McCarthy M. '…post-colonialism, multi-culturalism, structuralism, feminism, post-modernism and so on and so forth': a comparative analysis of vague category markers in academic discourse. In: Annelie Ädel and Randi Reppen, ed. Corpora and Discourse: The Challenges of Different Settings. Amsterdam: Benjamins, 2008, pp.9-29.
- Walsh S. Analyzing classroom discourse: a variable approach. In: Hughes, R, ed. Spoken English, TESOL and Applied Linguistics: Challenges for Theory and Practice. London-New York: Palgrave-MacMillan, 2007, pp.216-239.
- Walsh S, O'Keeffe A. Applying CA to a Modes Analysis of Higher Education Spoken Academic Discourse. In: Bowles, H; Seedhouse, P, ed. Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, 2007, pp.101-139.
- Walsh S, O'Keeffe A (eds.). Corpus-based Approaches. Language Awareness 2007, 16(3), 151-242.
- Walsh S. Learning to talk or talking to learn in the EFL classroom. In: Gallagher, A; O’ Laoire, M, ed. Language Education in Ireland: Current Practice and Future Needs. Maynooth, Ireland: National University of Ireland, Faculty of Philosophy, 2007.
- Walsh S. Investigating Classroom Discourse. London, New York: Routledge, 2006.
- Walsh S. Talking the talk of the TESOL Classroom. ELT Journal 2006, 60(2), 133-141.
- Walsh S. Analyzing classroom discourse; a variable approach. In: Hughes, R, ed. Spoken English, TESOL and Applied Linguistics: Challenges for Theory and Practice. Basingstoke: Palgrave MacMillan, 2005.
- Walsh S. Developing Interactional Awareness in the Second Language Classroom Through Teacher Self-evaluation. Language Awareness 2003, 12(2), 124-142.
- Walsh S. Construction or obstruction: teacher talk and learner involvement in the EFL classroom. Language Teaching Research 2002, 6(1), 3-23.