Staff Profile:Professor Suzanne Graham

Name:
Professor Suzanne Graham
Job Title:
Professor of Language and Education
Responsibilities:
  • Research Division Leader.
  • Prosperity & Resilience Implementation Group.
  • Subject Leader, Secondary Modern Foreign Languages Initial Teacher Education.
  • Senate.
  • Faculty of Arts, Humanities and Social Science Board for Research.
  • Steering Committee, Centre for Literacy and Multilingualism.
  • FAHSS Language Teaching Committee.

Teaching:

  • Subject Leader, MFL ITE.
  • PhD and MA dissertation supervision.
Areas of Interest:

Areas of Expertise and Research Interest:

  • Second language learner strategies and their relationship with proficiency and self-efficacy.
  • Motivation for language learning, particularly at points of educational transition.
  • Reading and listening comprehension in a second language.
  • Teacher cognition.
  • Second language vocabulary development.

Masters, PhD and EdD Level Supervision offered in these areas:

In the areas outlined above.

Completed:

  • Emre Debreli. The impact of teacher training programs on pre-service teachers' beliefs about teaching and learning English.
  • Tom Parkinson. How does canon formation impact upon Popular Music pedagogy at undergraduate level?
  • Radhika De Silva. Learner strategy instruction in writing (English for Specific Purposes).
  • Suttawan Sriwantaneeyakul. Factors influencing Critical Reading development in university EFL students.
  • Jinghui Wang. Learner autonomy and computer assisted language learning for Chinese learners of English.
  • Shahla Yassaei. Teachers' reflective practice

Current Students:

  • David Arnold. L2 listening in the EAP context.
  • Heike Bruton. An investigation into the subject of German in UK schools.
  • Fang-I Chu. English learning motivation in a Taiwanese university context: A study of its dynamic nature from socio-dynamic perspectives.
  • Barbara King. CLIL and speaking outcomes in MFL lessons in the UK context.
  • Ruth Koro. Rethinking the Foreign Language curriculum through content and language integrated practice.
  • Elizabeth Leitch. Exploring the lived experiences of young players in a wheelchair basketball club.
  • Nantikarn Simasangyaporn. An investigation of the nature of and relationship between self-efficacy and English as a foreign language listening skill in Thai university students.
  • Pengchong Zhang. Language teaching strategies and lexical acquisition in high school English as a foreign language (EFL) context in China.

Current and Rrecent Research Projects:

  • The Language Magician.  Funded by the European Commission and in collaboration with a range of European Partners, this project will build on our Nuffield Primary Modern Languages project in creating an assessment tool for use in primary languages classrooms throughout Europe.
  • Professional Development Consortium in MFL. Supported by the ESRC Follow-on Fund, this joint project between the universities of Reading and Oxford aimed to close the divide between what research indicates are the principles of effective language teaching and learning, and current practice within the MFL curriculum. For more details see the project blog, http://pdcinmfl.com/tag/pdc/
  • Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. This project has been funded by the Nuffield Foundation and is joint with colleagues from Applied Linguistics and Clinical Language Sciences. It is a 2-year project (2012-2014) investigating the teaching of French in primary schools and its impact on learners' grammatical knowledge and preparedness for secondary school MFL learning. See wwwpmlresearch.com and http://www.nuffieldfoundation.org/primary-modern-languages-impact-teaching-approaches
  • Second language listening comprehension in England: from current practice to improved pedagogy. Funded by the Esmée Fairbairn Foundation, this project investigated teachers' beliefs about and understanding of the teaching of second language listening comprehension in its first phase. The second phase of the research has been to develop and evaluate materials to improve teachers' ability to teach listening as a skill. These have been rolled out in workshops for teachers and ITE tutors. See http://www.heacademy.ac.uk/events/detail/2013/Seminars/Disciplines_AH/GEN296_Reading
  • Strategy training in Year 12 French. This Economic and Social Research Council funded project investigated the impact of a programme of strategy training on the listening and writing of Year 12 learners of French. See http://www.esrc.ac.uk/my-esrc/grants/RES-000-23-0324/read
Research groups / Centres:

Language and Literacy in Education: Centre for Literacy and Multilingualism.

Publications:
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Recent Conference Presentations:

  • 2015, July (with L Courtney). Primary Modern Languages: The impact of teaching approaches on attainment and preparedness for secondary school language learning. National Association of Language Advisors Annual Conference, Stratford upon Avon.
  • 2015, July. Motivational trajectories for early language learning across the primary-secondary school transition. Paper presented at the BAAL Language Learning and Teaching SIG Conference, University of Edinburgh.
  • 2014, August (with D Santos). Listening in MFL textbooks: An exploration of textual content, teachers' beliefs and classroom practice. Paper presented at the 17thWorld Congress, International Association of Applied Linguistics (AILA), Brisbane, Australia.
  • 2014, June. Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Paper presented at the Early language learning: Theory and practice in 2013 conference, Umeǻ University, Sweden.
  • 2014, June. Progress and preparedness in primary language learning: Research insights for classroom practice. Paper presented at the dissemination conference for the Nuffield Primary Project, University of Reading.
  • 2013, July (with E.Macaro). The consortium model as an instrument for Language Teacher Development: Condensing research evidence into shared principles. Invited paper presentation, University of York 50th Anniversary conference: Relations between Research and Practice.
  • 2013, March (with D. Santos). Rethinking the teaching of listening: from a focus on product to a focus on processes. Language World, Nottingham Trent University.
  • 2013, January. Secondary students' beliefs and motivations: implications for teacher development. Invited paper presentation, the Open University.
  • 2012, NovemberSecond language listening comprehension in England: strategy instruction and teacher understanding. Invited paper presentation, University of Southampton.
  • 2012, September (with D. Santos and E. Francis-Brophy). Understanding teachers' beliefs with a view to improving classroom practice: methodological perspectives for second language listening. Paper presented at the BAAL Annual Conference, University of Southampton.
  • 2011, November. Second language listening comprehension in England: strategy instruction and teacher understanding. Invited paper presentation at the Faculty of Education, University of Cambridge.
  • 2011, August (with D. Santos). Foreign language listening comprehension in England: from current practice to improved pedagogy. Paper presented at the16thWorld Congress, International Association of Applied Linguistics (AILA), Beijing.

Any Further Information:

Enterprise Activity:

  • Department for Education: Funding to provide CPD to introduce the new National Curriculum for MFL (primary and secondary schools).

External Roles and Consultancy:

  • Member of the Expert Subject Advisory Group for MFL.
  • Member of Editorial Advisory Board, Language Learning Journal and System.
  • Reviewer for Applied Linguistics, Language Awareness, The Modern Language Journal, System and The Journal of French Language Studies.
  • External Examiner, MA ELT, MA Applied Linguistics, MA Applied Linguistics (Research Methods) and the integrated PhD Applied Linguistics/ELT, University of Southampton.
  • Member of the ESRC Peer Review College.
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Contact Details

Email:
s.j.graham@reading.ac.uk
Telephone:
+44 (0) 118 378 2684

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