Contact Information

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

Books

• Brooke, M. (2019). Case Studies in Sport Socialisation. Champaign, IL: Common Ground Research Networks. https://doi.org/10.18848/978-1-86335-144-7/CGP Review of Case Studies in Sport Socialisation from Prof. Alan Bairner (Loughborough University, UK) https://idrottsforum.org/baiala_brooke190903/
• Ho, M.W & Brooke, M. (2017). Practical Guide to Project-Based Learning. Singapore: World Scientific Publishing. https://doi.org/10.1142/10319 

   

Book Chapters

• Tilakaratna, N., Brooke, M., Monbec, L., Lau, L., Wu, V., Chan, Y. S. (2020). Insights into an interdisciplinary project on critical reflection in nursing: Using Systemic Functional Linguistic and Legitimation Code Theory to enhance SoTL research and practice. In Rachel C. Plews and Michelle L. Amos (eds). Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). Hershey, Pennsylvania: IGI Global.
  
• 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

Language and sociology of sport

• Brooke M, Khoo S. (2021). Insider Perspectives on the Sustainability of the Malaysian and Singaporean Paralympic Movements. Sustainability, (10):5557. https://doi.org/10.3390/su13105557
• Brooke, M. (2020). 'FEMINIST' in the Sociology of Sport: an analysis using Legitimation Code Theory and Corpus Linguistics. Ampersand. https://doi.org/10.1016/j.amper.2020.100068
• Cheong, J., Khoo, S., Inoue, C., Jhalukpreya S., Cheong, N., Esfahani, M., Lin, P., Brooke, M., Li, Y., Chun, J., Alshahrany, A., & Razman, R. (2020). An 11-country analysis of newspaper coverage of the 2016 Rio Paralympic Games, Disability & Society, DOI: 10.1080/09687599.2020.1756746
• Brooke, M. (2019). The Language of Dragon Boating in Hong Kong and Singapore. Alicante Journal of English Studies, 32, 45-65.
• Brooke, M. (2019). Sport and Healthy Competition.Research & Investigations in Sports Medicine. 5(4).DOI: 10.31031/RISM.2019.05.000620
• Chan, S., & Brooke, M. (2019). 'Gimme diplomacy': a critical discourse analysis on golf diplomacy between Singapore and the United States. Sport in Society, 22(1), 1-25.
• Brooke, M. (2019). The Singaporean Paralympics and its Media Portrayal: Real Sport? Men-Only? Communication & Sport , 7(4), 446-465.
• Brooke, M. (2018). Sport: Instinct and Ancestry. Global Journal of Archaeology & Anthropology, 4(2): 555633. DOI: 10.19080/GJAA.2018.04.555633 
• 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 Review

For Scandinavian Sport Studies Forum (idrottsforum.org):
• Krieger , J. & Wassong, S. (Eds.). (2019). Dark Sides of Sport. Champaign, IL: Common Ground 2019 (Sport & Society). ISBN 978-1-86335-149-2.
• Willms, N. (2017). When Women Rule the Court: Gender, Race, and Japanese American Basketball. Rutgers University Press https://idrottsforum.org/bromar_willms191030/
• Smith, B., & Sparkes, A. C. (Eds.). (2016). Routledge handbook of qualitative research in sport and exercise. Taylor & Francis
• 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.
• Dionigi, R. A., & Gard, M. (2018). Sport and Physical Activity across the Lifespan. London, UK: Palgrave: Macmillan.
• Adams, A., & Robinson, L. (2019). Who Owns Sport? Abingdon, Oxon: Routledge.

English language education and teacher training

• Monbec, L., Tilakaratna, N., Brooke, M., Lau, S. T., Chan, Y.S., & Wu, W. (2020). Designing a rubric for reflection in nursing: A Legitimation Code Theory and systemic functional linguistics-informed framework. Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1855414
• Brooke, M.,; Lee, K. C., So-Sum Wai-Cook, M., Segarra Navera, G., & Tang Kum Khuan, J. (2020) Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels, International Journal for the Scholarship of Teaching and Learning: 14(2), article 3, pp. 1-12.
• Brooke, M. (2020). Seeking to Reduce Physical Distancing Using Socratic Dialogue in Teacher Feedback. International Journal of TESOL Studies, 2(3), 32-40.
• Brooke, M. (2020). Applying semantic gravity wave profiles to develop undergraduate students' academic literacy. Australian Review of Applied Linguistics http://doi.org/10.1075/aral.19012.bro
• Tilakaratna, N. L., Brooke, M., & Monbec, L. (2019). Reflective writing across the disciplines: Challenging Western critical thinking models in the Asian context. Asian Journal of the Scholarship of Teaching and Learning, 9(2) 119-141.
• Brooke, M. (2019). Using semantic gravity profiling to develop critical reflection, Reflective Practice, DOI: 10.1080/14623943.2019.1682986
• Brooke, M. (2019). Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory. Teaching in Higher Education, 1-13.
• Brooke, M., Monbec, L., & Tilakaratna, N. (2019). The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses. Teaching in Higher Education, 24(3), 428-443.
• Brooke, M. (2018). Content and Language Integrated Learning for First and Second Year University Students - Aspirations, Challenges and Solutions. Theory and Practice in Language Studies, 8(7), 778-784.
• 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 Research, 11(2), 17-34.
• Brooke, M. (2015). A Completely Different Ball Game: Content and Language Integrated Learning through the Sociology of Sport. ELTWorldOnline.com 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 Research. 3, 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.

• Brooke, M. (2021). Developing undercapitalized students-as-social-science-researchers through sport and socialisation. English Across the Curriculum (EAC), Hong Kong Polytechnic University, Hong Kong.
• Tilakaratna, N., Brooke, M., Cook, M., Monbec, L., Wong, J.O. (2021). Building student creativity, critical thinking, and academic literacy in a CLIL academic writing programme. English Across the Curriculum (EAC), Hong Kong Polytechnic University, Hong Kong.
• Brooke, M., So-Sum Wai-COOK, M., & Ramazanu, S. (2021). Seeking to Reduce Physical Distancing in Teacher-Student Interactions. Online Education: Teaching in a Time of Change. AMPS: Architecture, Media, Politics, Society http://architecturemps.com/about/
• Brooke, M. (2021). Teaching theme to undergraduates for citing research in literature reviews. Hong Kong Continuing Professional Development Virtual Conference.
• Tilakaratna, N, L., Brooke, M., Monbec, L., Wu X. V. Chan Y. S., Lau, S.T.L. (2020). Online teaching interventions and effective pedagogy: A case study of a flipped seminar on critical reflection for nursing studies. Higher Education Campus Conference (e-HECC). National University of Singapore.
• Brooke, M. (2019). Applying Semantic Gravity Wave Profiles to Develop Undergraduate Students' Academic Literacy. English in South East Asia Conference, Singapore.
• Tilakaratna, N., Brooke, M., & Monbec, L. (2019). Insights into an Interdisciplinary Project on Critical Reflection in Nursing. English in South East Asia Conference, Singapore.
• Brooke, M. (2019). Teaching theme choice in IMRD literature reviews. Scholarship of English Language Teaching and Learning: Creating Spaces for Inquiring Teacher Practices and Evidencing Student Learning Organized, Centre for English Language Communication, National University of Singapore.
• Ramanujan, A., Angove, C., Brooke, M., Segarra Navera, G., Tan, L,. Wong, J.O., Wade, P. W., & Banta, J. (2019). Negotiating curriculum design in an integrated academic English writing course: The UTWP model. Scholarship of English Language Teaching and Learning: Creating Spaces for Inquiring Teacher Practices and Evidencing Student Learning Organized, Centre for English Language Communication, National University of Singapore.
• Tilakaratna, N., Brooke, M. & Monbec, L., (2019). Insights into an interdisciplinary project on critical reflection in Nursing. Higher Education Campus Conference (HECC), National University of Singapore.
• Monbec, L., Tilakaratna, N. & Brooke, M. (2019). Theory for the Reflective Educational Practitioner. Centre for Development of Teaching and Learning, National University of Singapore.
• Brooke, M., Monbec, L., Tlikiratna, N. (2019). The analytical lens: developing undergraduate students’ critical dispositions in English for Academic Purposes writing courses. Experts, knowledge and criticality in the age of ´alternative facts’: re-examining the contribution of higher education.  Society for Research in Higher Education, London. 
• Brooke, M. (2019). Teaching Content Obligatory Language applying Semantics from Legitimation Code Theory. RELC International Conference & Asia-Pacific LSP & Professional Communication Association Conference, Singapore.
• Brooke, M. (2018). Guiding teacher talk in the CLIL classroom using Semantics from  Legitimation Code Theory. 8th Teaching and Learning in Higher Education (TLHE), Centre for Development of Teaching & Learning (CDTL), National University of Singapore.
  
• Monbec, L., Brooke, M., & Tilakaratna, N. (2018). Theory for the reflective educational practitioner. Roundtable presented at the 8th Teaching and Learning in Higher Education (TLHE): Campus Conference, 25 September 2018, National University of Singapore, Singapore.
• Tilikaratna, N., Monbec L., & Brooke, M. (2018). Knowledge-building and ELT: Using Legitimation Code Theory to teach Academic Literacy. 53rd RELC International Conference. 50 Years of English Language Teaching and Assessment – Reflections, Insights and Possibilities.
• Brooke, M. (2018). Using LCT (Specialization and Semantics) in CLIL Course Design and Delivery. 53rd RELC International Conference, Singapore. 50 Years of English Language Teaching and Assessment – Reflections, Insights and Possibilities.
• 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 (ESEA) Conference. University of Macau.

• CDTL Teaching Enhancement Grant Research: Reflecting across the disciplines (2/3 years). PI: Dr Namala Tilakaratna. CI: Dr. Mark Brooke, Laetitia Monbec, Dr Vivien Wu and Dr Lydia Lau from the Alice Lee Centre for Nursing Studies.