Professional Interests


Academic Leadership and Senior Administration:

Before serving as Director of the Centre for Language Education, I held senior administrative roles including Deputy Head of School, and Department Chair. I have extensive experience of postgraduate programme development and international recruitment, and I have held responsibility for English for Academic Purposes provision as Pre-Sessional course director.

Professional Development Work

My interest in working with teachers has included involvement in outreach and engagement activity:

  • Meaning in Language Learning (MILL), https://millnetwork.org, Contributing member, Funded by Arts and Humanities Research Council (AHRC).
  • Network for the Interdisciplinary Study of Second Language Learning (NISSLL), https://nissll.wordpress.com, Founding member with K. Gil and H. Marsden, Funded by the White Rose Consortium.
  • Invited workshop for English language teachers at Vienna University of Economics and Business
  • Professional Development Course for English language teachers on English for Academic Purposes at York St Johns University

External Examiner / Programme Reviewer responsibilities have included:

  • Sheffield University, MA Applied Linguistics with TESOL
  • Anglia Ruskin: BA English Language & Linguistics, English Language & English Language Teaching
  • Leicester University, BA Management and English as a Foreign Language
  • Southampton University, BA Linguistics
  • University of Kent, MA TESOL
  • United Arab Emirates University, BA Linguistics

External Professional Membership and Responsibilities have included:

  • British Association of Lecturers in English for Academic Purposes (BALEAP)
    • BALEAP Accreditation Scheme Assessor (for EAP programmes)
    • Research Officer, member of the Executive Committee (2007-2010)
  • Association of University Language Centres (AULC)
  • British Association for Applied Linguists (BAAL)
  • Linguistics Association of Great Britain (LAGB)

Research Postgraduate student supervision. Completed projects include:

  • Implicit vs explicit knowledge, Arabic L2 learners of English, causative\inchoative, middle and transitive\intransitive alternations
  • Overcoming external v internal Interface, Articles and L2 acquisition
  • Translation as a teaching tool, Arabic L1 learners of English articles
  • Teaching Arabic as a second language
  • Input enhancement, Arabic L1 learners of L2 English passives
  • Mother tongue input in the language classroom
  • L2 acquisition of epistemic modality in English by L1 Thai-speaking children and adults