Professor Rebecca Hughes
Spoken English, spoken versus written discourse, assessment of speaking, turn-taking theory and implications for pedagogy, spoken grammar. Applications of these in English for Academic Purposes (EAP) and/or English Language Teaching (ELT). Internalisation of English language in higher education, English language policy for higher education, management and implementation of EAP in international contexts of higher education.
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Special Professor Liz Hamp-Lyons
Language testing and assessment of English for Specific Purposes, performance assessment (writing and speaking) and alternative assessment, English for Academic Purposes/advanced academic literacy, pedagogy and curriculum in teaching, writing teacher education in assessment and teaching writing.
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Dr Julio Gimenez
Academic literacies in higher education, genre pedagogy, workplace (mediated) communication, English for Specific Purposes, intercultural communication, business English (theoretical and pedagogical perspectives), discourse analysis.
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Dr Juliet Thondhlana
Contrastive rhetoric, group work (tasks, process and products), intercultural communication, academic literacies, business communication.
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Dr Beatrice Szczepek Reed
Conversation and discourse analysis, phonetics and phonology, intercultural communication, sociolinguistics, teaching methodology, English for Academic Purposes.
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Dr Julie King
English for Academic Purposes (EAP) assessment, academic literacy, spoken academic discourse, academic listening, metaphor, academic vocabulary, teacher development, EAP methodology.
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Dr Martha Jones
Corpus-based studies, spoken English, e-portfolios, teacher development, English for Academic Purposes methodology.
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Dr Xin Gao
Second language learner motivation, Chinese students and higher education context.
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Dr Michaela Mahlberg
Corpus linguistics and applied corpus linguistics, literary stylistics, English Language Teaching, discourse analysis.
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Further information
The above work is integrated with ongoing faculty liaison with other Schools and Departments and is being used to inform curriculum developments, assessment and professional development in the Centre and more widely.
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