Professor Anne Burns is Professor of TESOL at the University of New South Wales, Sydney. She is also an Emeritus Professor at Aston University in the UK, and an Honorary Professor at the University of Sydney and The Education University of Hong Kong. Her research interests include language teacher education, language teacher cognition, applications of genre theory to language teaching, curriculum development and change, literacy, and written and spoken discourse analysis. She is best known for her work in the theory and practice of action research, and particularly for her book Doing Action Research in English Language Teaching: A Guide for Practitioners (Routledge, 2010). She is an academic adviser (with Diane Larsen-Freeman for OUP’s Applied Linguistics Series and is series editor with Jill Hadfield of Research and Resources in Language Teaching (published by Routledge). Teacher Development Over Time (Woodward, Graves & Freeman, 2018), the latest book in this series, has been shortlisted as a finalist for The British Council 2019 ELTons Awards.
Creativity has been a widely used term in education generally for some time but has only more recently come into focus in the language teaching field, notably through the publication of two recent books (Maley & Peachey, 2015; Jones & Richards, 2016). Creativity is often linked to the notion of innovation. In my talk I will consider what is meant by creativity, particularly as it might be applied to action research. I will also aim to link creativity and action research to the concept of sustainability, and will consider what conditions might need to be in place to support sustainability by drawing briefly on recent research conducted with English Language Intensive Courses for Overseas Students (ELICOS) teachers in Australia. I will also provide an example from Australian teachers' action research to illustrate what could be considered as creative and sustainable practices.
Developing your ideas for classroom action research
Following on from my keynote presentation, in this workshop, participants will have an opportunity to discuss the concept of action research in more depth. We will consider the philosophies of action research and its processes and procedures. We will also look at how action research differs from other types of research. It would be valuable if participants came with their own ideas about possible areas for action research so that we can work them through to a possible plan for doing action research after the conference. The workshop will be interactive and participants will have opportunities to discuss their ideas with colleagues from other institutions and programs.
Steve Walsh is Professor of Applied Linguistics and Communication in the School of Education, Communication and Language Sciences, Newcastle University, UK, where he was, until recently, Head of Department. He has been involved in English Language Teaching and English language teacher education for more than 30 years in a range of overseas contexts, including Spain, Hungary, Poland, China, Ireland, England and Hong Kong.
Steve’s research interests include classroom discourse, teacher development, second language teacher education, and professional communication. He has published 10 books and more than 100 research papers. His most recent publications, with Steve Mann, are the monograph Reflective Practice for English Language Teaching: Research-based Principles and Practices (Routledge, 2017) and The Routledge Handbook of English Language Teacher Education (Routledge, June 2019).
In January 2019, Steve took up a position as visiting professor at the University of Hong Kong, where he will be based for the next one to two years. He is currently working on new research proposals with colleagues in the Faculty of Education, which will involve a number of studies looking at the construct ‘Classroom Interactional Competence’ (CIC, Walsh 2013) in Hong Kong classrooms.
When he has free time, Steve enjoys hiking and cycling and is hoping to improve his tennis during his time in Hong Kong.
This talk offers a social view of learning and professional development, taking the position that learning is a dialogic process in which meanings are mediated by language. Dialogue allows meanings to be co-constructed, new understandings to emerge and professional learning to develop. Dialogic reflection (Mann and Walsh 2017) considers the ways in which practitioners make sense of their professional worlds, develop new understandings and improve their professional practice. A key element of a dialogic, mediated approach to reflection is the way in which tools and artefacts can act as a catalyst (e.g. metaphors, critical incidents, video) and help promote more systematic and focused professional dialogue.
This talk will focus particularly on the use data and evidence in reflection, arguing that finer grained, ‘up-close’ understandings of classroom practice can be best achieved through the use of recordings, transcripts, ‘snapshot’ lesson extracts and so on, supported by dialogue with a colleague or critical friend. Talking to and collaborating with others are often key elements of any reflective process, allowing new understandings to emerge, current practices to be questioned and alternatives to be explored. The very act of ‘talking through’ a recent experience, such as a segment of teaching, facilitates reflection and may ultimately result in changes to practice.
In order to understand how dialogic reflection ‘gets done’, a micro-analytic approach to data is adopted, following the principles and theoretical underpinnings of conversation analysis (CA). Using this approach, we are interested in the ways in which interactants achieve intersubjectivity (or shared understanding) to promote ‘deep’ rather than ‘surface’ understandings of pedagogy and professional practice.
In this workshop, we’ll be picking up some of the ideas around dialogic reflection presented in the plenary session. Participants will have an opportunity to try out a more dialogic approach to reflective practice, using a range of tools, practices and artefacts to promote more systematic and focused professional dialogue. A heavy emphasis will be placed on data as evidence and we’ll be looking at videos, transcripts, ‘snapshot’ lesson extracts and evaluating how they might be used to promote meaningful reflection. Participants will have an opportunity to consider how a more dialogic approach to reflection might be integrated in their own professional practice.
Eniko Csomay (Ph.D.) is a Professor of Linguistics at San Diego State University. A native of Hungary, she obtained her B.A. from Eötvös University in Budapest (HU.), finished her M.A. in Applied Linguistics at the University of Reading (U.K.) and her Ph.D. at Northern Arizona University (U.S.A.). She has worked with pre- and in-service teachers in multiple settings such as, the Centre for English Teacher Training in Hungary; the Navajo Reservation (Kayenta) in the United States; Nikšic in Montenegro; Universidad Autónoma de Baja California Sur (La Paz) Mexico, the Normal School (Atlacomulco) in Mexico and (Rabat) in Morocco, and San Diego State University (Tbilisi) Georgia.
In her research, she applies corpus-based methods to study language patterns in university classroom discourse, and, most recently, student writing in an English as a Foreign Language setting. She has published articles in highly ranked international journals, for example, Applied Linguistics (2013), Journal of English for Academic Purposes (2006, 2007, 2018), and Linguistics and Education (2005). She has two edited volumes, Contemporary Perspectives on Discourse and Corpora (2012) and Corpus-based Research in Applied Linguistics. Studies in Honor of Doug Biber (2015). Her textbook, Doing Corpus Linguistics (2016), introduces undergraduate students to the world of corpus linguistics.
She received a Soros-Oxford Fellowship (1990), a British Council Fellowship (1992), a Fulbright Fellowship (1995), and two English Language Specialist Fellowships by the U.S. Department of State (2009, 2015). She was a Fulbright Association Chapter President (2013-2018) and is a reviewer for the national Fulbright Award committee.
Grammar and vocabulary with corpus linguisticsScholars make use of large collections of authentic texts (i.e., ‘a corpus’ for singular and ‘corpora’ for plural) to tack and describe patterns of language use. Linguistic research into register and discourse analysis applying corpus-based methods as well as textbook and materials development based on corpus findings has tripled during the past three decades. However, discussions on how English as a Second Language teachers and instructors in the academic, university setting can use corpora to inform their own teaching and action research, or how they can apply data-driven approaches to learning has been discussed less. Providing the principles of data-driven learning and action research, this lecture presents ways in which teachers can use corpora to inform their teaching, that is, how they can use corpora for their own materials development and how they can develop and analyze their own corpora for the purposes of action research in their classes. Focusing on grammar and vocabulary, specific examples will illustrate ways in which teachers have used or can use corpora in their classrooms. The talk will also highlight innovative ways to do your own action research especially when it comes to assessing the difficulty of reading materials and when it comes to action research as it relates to evidence-based assessment of student growth in academic writing.
Developmental patterns in English as a Second Language (academic) writing can be identified through multiple measures including the analysis of rhetorical patterns, e.g., the development of argumentation, or through tracking linguistic patterns, e.g., academic vocabulary or lexical bundles. A corpus (a large collection of text samples) provides us with evidence of language use. Researchers have described language use based on publicly available corpora while teachers typically compile their own corpora (typically of student writing) with the purpose to look for evidence of student growth. This workshop focuses on tracking linguistic patterns in university-level student writing looking for developmental patterns by means of Antconc, a freely available corpus tool. First, using a 3,000-item general academic vocabulary list (AVL developed by Gardner and Davies 2014), participants will be shown and practice how to trace and calculate the per cent of academic words on the AVL list in student writing. Second, participants will be introduced to the notion of lexical bundles (frequently occurring four-word sequences) and their frequency in expert academic writing. Research has shown that expert writers use more phrasal bundles in their academic writing while conversation contains more clausal bundles. Participants will be shown how to track previously identified bundles in student writing and how to interpret the results.