Mark Brooke


Contact Information

Telephone: 6601 1226
Office: CELC #02-24 (10 Architecture Drive, Singapore 117511)

Academic Qualifications

  • EdD, University of Durham, UK
  • MSc (Teaching English for Specific Purposes), University of Aston, UK
  • Licentiate Diploma (TESL), Trinity College London, UK
  • Diploma of Advanced French Language Studies, Departement d'Etudes de Francais Langue Etrangere, Universite Michel de Montaigne, Bordeaux, France.
  • MA in Cultural Studies, Departement d'Anglais, Universite Michel de Montaigne, Bordeaux, France.
  • BA (Hons) (Combined Studies: English Literature and Political Science), University of Sunderland, UK

Research Interests

  • Sociology of sport
  • Cultural theory
  • Content-based instruction
  • Teaching academic writing
  • Reflective learning & teaching
  • Bilingual education
  • IT in education and blended modes of teaching and learning
  • Systemic Functional Grammar
  • Sociolinguistics and English in Education in Asia
  • Lexis & lexical approaches to teaching English for Specific Purposes
  • Perspectives on qualitative educational research, particularly action research
  • Policy studies for TESOL


Book Chapter

  • Brooke, M. ( 2018 - 1st Quarter). Webquests and screencasts: Strategies for teaching EAP at the National University of Singapore. In L. T. Wong & W. L. H. Wong (Eds.), Teaching and learning English for academic purposes. New York, NY: Nova Science Publishers.
  • Brooke, M. (2015). Seeking Commonality in Diversity: Challenges in Designing and Delivering an Innovative Academic English Language Writing Course at the National University of Singapore. In Lap Tuen Wong; Jhaveri Aditi (Eds). 'English Language Education in a Global World: Practices, Issues and Challenges.' Nova Science Publishers Inc. Chapter 27. pp. 295-306

Journal Articles

Sociology of sport

  • Brooke, M. (2017). Masculinity in Singapore: the residual culture of the Chinese martial artist. Sport in Society: Cultures, Commerce, Media, Politics, 20(3), 1-13.
  • Brooke, M. (2016). Developing coaching strategies to enhance Singaporean athletes’ competency motivations. The International Journal of Applied Sports Science, (Korean Institute of Sport), 28,(2), 137-147.
  • Brooke, M. (2016). It’s not how old you are, it’s how you are old. State discourse on successful ageing in Singapore. Asia-Pacific Journal of Health, Sport and Physical Education. 7, (3), 1-12.
  • Yeam, C. T. & Brooke, M. (2016): Changing perceptions of disability through sport: the case of Singaporean wheelchair basketball, Asia Pacific Journal of Sport and Social Science, 5, (3), 1-8.
  • Brooke, M. (2015).Fongzi, dragons and corporate culture: An analysis of corporate dragon-boat paddlers' motivations. Asia Pacific Journal of Sport and Social Science, vol 4, issue 2, pp. 1-12.
  • Brooke, M. (2015). The Pump without Drugs: Towards an Understanding of Doping in Singaporean Bodybuilding. Journal of Sport and Health, vol 6, issue 2, pp.1-8.
  • Brooke, M. (2014). A study of the government and media discourse on active ageing in Singapore and its effects on the lived experiences of Singapore seniors. Advances in Social Sciences Research Journal, vol. 1, issue, 7, pp. 30-42.
  • Brooke, M. (2014). Bidding for a lion's share: Singapore's Olympic medal aspirations through the Foreign Sporting Talent Scheme. Asia Pacific Journal of Sport and Social Science, vol 3, issue 2, pp. 

Book Reviews

    For Scandinavian Sport Studies Forum (
  • Humberstone, B & Konstantaki, M. (2016). Ageing, Physical Activity, Recreation and Wellbeing, Newcastle upon Tyne: Cambridge Scholars Publishing.
  • Channon, A, Dashper, K, Fletcher, T. & Lake, R. J. (2017). Sex Integration in Sport and Physical Culture: Promises and Pitfalls, Abingdon, Oxon: Routledge.

English language education and teacher training

  • Brooke, M. (2017). Process and Product: A Depiction of an Action Researcher’s Learning from Reflective Writing in an Asian University Setting. Transformative Dialogues: teaching and learning eJournal, 10(3), 1-12.
  • Brooke, M. (2017). Developing a Reflective Disposition in TESOL. The European Journal of Applied Linguistics and TEFL, 6(2) 165-182.
  • Brooke, M. (2017). Using semantic waves to guide students through the research process: from adopting a stance to sound cohesive academic writing. Asian Journal of the Scholarship of Teaching and Learning, 7(1), 37-66.
  • Fong, Y. S., & Brooke, M. (2016). (Eds.). ELTWO: Special Issue on 5th CELC Symposium Proceedings. Retrieved from here.
  • Brooke, M. (2016). Working with Multiple Objectives: Using a Webquest to Teach Research Skills, Critical Thinking and Academic Writing Skills Simultaneously. Proceedings from the International Conference on Language, Education, Humanities & Innovation, Singapore.
  • Brooke, M. (2015). Deconstructing academic persuasive essays by constructing argument maps and analysing means of persuasive appeal. Pertanika Journal of Social Sciences and Humanities, 23 (S): 113-126.
  • Brooke, M. (2015). Implementing the scaffolding interaction cycle to enable first year undergraduate students to write effective summary-reflections. Malaysian Journal of ELT Research11(2), 17-34.
  • Brooke, M. (2015). A Completely Different Ball Game: Content and Language Integrated Learning through the Sociology of Sport. Special Issue on CLIL. Centre for English Language Communication (CELC), National University of Singapore. 
  • Brooke, M. (2014). Developing the Reflective Practice Capabilities of Pre-Service Trainees in TESOL through Online Means.4th CELC Symposium Proceedings. National University of Singapore.
  • Doctoral thesis: University of Durham, e-thesis (2014). Enhancing pre-service teacher training: the construction of an online model to develop reflective practice.
  • Brooke, M. (2014). Attribution and Authorial (Dis) Endorsement in High- and Low-rated Undergraduate ESL Students' English Academic Persuasive Essays. English Linguistics Research3, 1: 1-11
  • Brooke, M. (2013). A Critical Analysis of Selected Policy Making Decisions in the US and the UK with Regard to the Implementation of Information and Communication Technology (ICT) in National State Primary and Secondary School Education Systems. Open Journal of Modern Linguistics, vol 3, 94-99.
  • Brooke, M. (2013). Facilitating the Development of the Autonomous Language Learner Using Online Virtual Learning Environments. Theory and Practice in Language Studies, vol 3, issue 4, 572-580.
  • Brooke, M. (2013). Which Research Paradigm for TESOL? Theory and Practice in Language Studies, vol 3, issue 3, 430-436.
  • Brooke, M. (2013). A case study demonstrating the development of a short workplace English course in Hong Kong. English for Specific Purposes World, vol 14, issue 3.
  • Brooke, M. (2012). A Series of Case Studies Exploring How to Develop and Maintain A Community of Pre-Service Trainee ESL Teachers on Field Experience Practicum in Hong Kong. International Journal of Applied Science and Technology, vol. 2, issue 10, pp. 42-52.
  • Brooke, M. (2012). Enhancing Pre-Service Teacher Training: The Construction and Application of a Model for Developing Teacher Reflective Practice Online. Open Journal of Modern Linguistics, vol 2, pp. 180-188.
  • Brooke, M. (2012). Why Asynchronous Computer-Mediated Communication (ACMC) Is a Powerful Tool for Language Learning. Open Journal of Modern Linguistics, vol 2, pp. 125-129.
    Brooke, M. (2009). A Case Study Demonstrating Usage of Data-Driven Language Learning. Ideas from the Corpora. Humanizing Language Teaching: year 11, issue 3.
  • Brooke, M. (2008). New Senior Secondary Curriculum Resource Pack: Learning English through Workplace Communication. Hong Kong Government Education Department.


  • Ho, M.W & Brooke, M. (2017). Practical Guide to Project-Based Learning. World Scientific Publishing, Singapore.

Seminars & Conferences

  • Brooke, M. (2017). The Diplomatic Goals of the Singapore Paralympic Movement. Golden Games Conference, Asia Research Institute, National University of Singapore, Yale-NUS College, University of London.
  • Brooke, M. (2017). Research applications of LCT: Semantic gravity waving for demonstrating critical thinking. Symposium on Teaching & Research on Academic Writing, Reading & Thinking, Nanyang Technological University, Singapore.
  • Brooke, M. (2017). The Ideas & Exposition Modules at the Writing Unit of the National University of Singapore: Aspirations, Challenges and Solutions, Teaching Enhancement Grant Talk Series, Centre for the Development of Teaching and Learning, National University of Singapore.
  • Brooke, M. (2017). Engaging with Dewey's Teacher Attributions for Self Actualisation, Faces of English 2: Teaching and Researching Academic and Professional English, Centre for Applied English Studies, Hong Kong University, Hong Kong (forthcoming, June)
  • Brooke, M. (2017). An insider’s perspective on teaching semantic waving for academic writing. LCT2, Second International Legitimation Code Theory Conference, University of Sydney, Australia (forthcoming, July)
  • Ho, M. W., & Brooke, M. (2017). The multiple objectives of Project-Based Learning from the perspectives of curricular requirements, industry and learners. 5th International Problem-Based Learning Symposium, Republic Polytechnic, Singapore.
  • Brooke, M. (2017). A teacher researcher's account of applying the Double Loop Learning Cycle. 52nd RELC International Conference, Singapore: Dimensions of Language Education: Policy, Perspectives, Practice.
  • Brooke, M. (2016). What kind of thinking is critical and how might CLIL develop academic writing that reflects this? At the 5th CELC Symposium, National University of Singapore, Singapore.
  • Brooke, M. (2015). Case studies in CLIL: Engaging students to adopt a stance and find a research purpose. International Conference on English Across the Curriculum. The Hong Kong Polytechnic University, 14-15 December, 2015. Hong Kong.
  • Brooke, M. (2015). Teacher as Co-investigator: an Autoethnographic Account of a Content and Language Integrated Learning Course (CLIL) at the University of Singapore. TESOL Regional Conference on Excellence in Language Instruction: Supporting Classroom Teaching & Learning, National Institute of Education, Singapore, 3-5 December. 2015.
  • Brooke, M. (2015). Going for gold through the Foreign Sporting Talent scheme. 10th International Conference on Advances in Social Sciences (ICASS), Nanyang Technological University, Singapore. Nov 14-15, 2015.
  • Brooke, M. (2015). Deconstructing texts to facilitate critical thinking and prepare for writing. Faces of English: Theory, Practice and Pedagogy, Centre for Applied English Studies, Hong Kong University, Hong Kong.
  • Brooke, M. (2015). Working with Multiple Objectives: Using a Webquest to Teach Research Skills, Critical Thinking and Academic Writing Skills Simultaneously. The International Conference on Language, Education, Humanities and Innovation (ICLEHI), Singapore.
  • Brooke, M. (2014). Deconstructing academic persuasive essays by constructing argument maps and analysing means of persuasive appeal. International Conference on Language, Communication, and Education, 2014 (LANCOMME) Proceedings, Kuala Lumpur.
  • Brooke, M. (2014). Teaching and assessing effective summary-reflections using reading to learn literacy pedagogy. Developing Sustainable Quality in English Language Education: Evolving Policies, Innovating Practices, Transforming Learning.  12th International Asia TEFL Conference and 23rd MELTA International Conference, Kuching, Malaysia Borneo.
  • Brooke, M. (2013). A Series of Action Research Case Studies to Examine Strategies to Build and Maintain a Community of Practice for Pre-service Teacher Trainees on Practicum. International Symposium on Technology-enhanced Learning. Centre for Development of Teaching and Learning. National University of Singapore.
  • Brooke, M. (2013). Developing the reflective practice capabilities of pre-service trainees in TESOL through online means. Alternative Pedagogies in the English Language & Communication Classroom. CELC Symposium. Centre for English Language Communication. National University of Singapore.
  • Brooke, M. (2010): A Case Study Demonstrating Usage of Data-Driven Language Learning. 15th English in South East Asia (ESEAConference. University of Macau.