Dr Christopher Leyland
Lecturer in Applied Linguistics
- Email: email@example.com
- Telephone: +44 (0)191 222 6000 (ext. 7384)
- Address: Newcastle University,
School of ECLS,
Room 2.23 King George VI Building,
Queen Victoria Road,
Newcastle upon Tyne,
I was appointed Lecturer in Applied Linguistics and TESOL at Newcastle University in June 2015, after having worked as a Postdoctoral Research Fellow for the Japan Society for the Promotion of Science at Kobe University.
I have a good deal of experience in language teaching, in the UK for UK Language Courses and for the JET Programme in Japan. After my time in Japan, I became a postgraduate student in the school of ECLS, first obtaining an MA Cross-Cultural Communication and International Relations, then a PhD in Educational and Applied Linguistics. During my time as a doctoral candidate, I taught extensively on ECLS' MA programmes Cross-Cultural Communication and Applied Linguistics and TESOL.
In my current role, I am leader of two modules on the MA Applied Linguistics and TESOL, namely Language Learning and TESOL for Young Learners. I also give lectures on Speech and Language Therapy modules Linguistics & Phonetics II, MsC Linguistics and MA Cross-Cultural Communication module Culture, Identity and Interculturality.
I am also the Degree Programme Director for the Integrated PhD in Educational and Applied Linguistics. Additionally, I am the organiser of the Applied Linguistics Seminar Series, a lecture series with speakers from this school and other universities in the UK.
I am an active member of the Japan Association for Language Teaching (JALT) and the British Association for Applied Linguistics (BAAL). I also participate in the following interaction-based research groups: Micro-Analysis Research Group at Newcastle University and CAN-Kansai in Japan.
I act as a reviewer for the following academic journals:
- Text & Talk
- Pragmatics. Quarterly Publication of the International Pragmatics Association, Linguistics and Education
- Pragmatics and Society
Many of my
research projects have revolved around JET Programme Assistant Language
Teachers and their communication with school teachers in Japan. However, more recently I have extended my research into various professional contexts in the UK, such as language support tutorials and peer mentoring amongst architects.
As I am concerned with social interaction and language in use, I use the discourse analytic methodology Conversation Analysis (CA). I am particularly interested in supervising doctoral students using CA to examine some of the following areas:
Second Language Acquisition, Language Learning and Teaching outside the classroom, Objects-in-interaction Knowledge-in-interaction, Micro-Longitudinal Research, Language Expertise, Language assessment.
I contribute to various modules on the MA programmes Applied Linguistics and TESOL and Cross-Cultural Communication in ECLS. I am module leader for 'TESOL for Young Learners' and 'Language Learning'.
I also supervise MA dissertations during the summer.
- Leyland C, Greer T, Rettig-Miki E. Dropping the devil's advocate: TA follow-up contributions in EFL group discussion tests. Classroom Discourse 2016, 7(1), 85-107.
- Leyland C, Greer T. Physical artifacts and ‘pre-enactment’ in team-teacher planning discussions. In: IIEMCA Conference 2015: Living the Material World. 2015, University of Southern Denmark.
- Leyland C. Progressivity through joint focus of attention to a text-inclusive object: Topic shift in team teacher lesson planning meetings. In: Applied Linguistics and Professional Practice. 2015, University of Milan.
- Leyland C, Greer T. Stoking the fire: TA follow-up talk in group discussion tests. In: American Association for Applied Linguistics 2015. 2015, University of Toronto, Ontario, Canada.
- Leyland C. Conversation Analysis Across Borders. In: JALT 2014: Conversations Across Borders. 2014, Tsukuba University, Tokyo.
- Leyland C. Enabling language help: epistemic maneuvering in extended information request sequences between EFL teachers. Novitas-ROYAL (Research on Youth and Language) 2014, 8(2), 136-152.
- Leyland C, Greer T. Pre-enactment and the Use of Physical Artefacts in Pre-class Planning Discussions. In: Okinawa JALT's Trends in Language Teaching Conference. 2014, Okinawa Christian University.
- Leyland C. The English ‘native speaker’ teacher as a language resource: Conversation Analytic examinations of ‘backstage’ interactions in Japanese High schools. In: BAAL 2013 Conference: Opening New Lines of Communication in Applied Linguistics. 2013, Heriot-Watt University, Edinburgh.
- Leyland C. Epistemic struggles of the English ‘Native speaker’ teacher in Japanese high school staffrooms. In: Cutting Edges Conference. 2012, Canterbury Christ Church University.
- Leyland C. Leyland C. The English ‘native-speaker’ teacher as a language resource: Epistemic relations emerging from staffroom talk in a Japanese High School. In: ECLS 11th Postgraduate Research Student Conference. 2012, Newcastle University.
- Leyland C. Does the rebranding of British universities reduce international students to economic resources? A Critical Discourse Analysis. Novitas-ROYAL (Research on Youth and Language) 2011, 5(2), 199-214.
- Leyland C. For mutual intelligibility, must English as a lingua franca be standardized?. Annual Review of Education, Communication and Language Science Journal 2011, 8, 25-45.
- Greer T, Leyland C. Incorporating a written object into L2 talk: Lesson planning between team-teachers in Japanese schools. In: JALT Pan SIG Conference. 2016, Meio University. Submitted.
- Leyland C. Pre-enactment in team-teacher planning talk: demonstrating a possible future in the here-and-now. Pragmatics. Quarterly Publication of the International Pragmatics Association 2017, 26(4), 675-704.
- Greer T, Leyland C. Naming an activity: Arriving at recognitionals in team-teacher planning talk. Journal of Pragmatics 2018, 126, 52-67.
- Leyland C. Resistance as a resource for achieving consensus: adjusting advice following competency-based resistance in L2 writing tutorials at a British University. Classroom Discourse 2018, 9(3), 267-287.