Dr Clare Wright
- +44 (0) 118 378 7044
Departmental Director of Research; Steering Committee member of the Centre for Literacy and Multilingualism
Clare convenes the following modules:
- LS2: Core Issues in ELT
- LS3LST/LSMTLS: Teaching the Language Skills
- LSMYL: Teaching Young Learners
- LSMRSM: Research Methods
Clare currently supervises 6 PhD students
External Examiner: MSc Language Teaching, Edinburgh University; MA Applied Linguistics and Language Pedagogy (Chinese, Japanese, Korean, Arabic), SOAS; Domain Expert for EU funding applications (ISCH, COST Actions)
Areas of Interest
Clare is an expert in multilingual acquisition, with a particular focus on learning processes involved in building grammatical knowledge and oral fluency. Her main research focuses in the area of Second Language Acquisition with a particular focus on development of grammatical accuracy and fluency in L2 English, L2 Mandarin and L2 French. Her research investigates linguistic, cognitive and contextual factors underpinning how language knowledge is acquired and processed, with special interest in how working memory can aid L2 development in and out of the classroom, as featured in TESOL Quarterly and other publications.
Clare also researches issues in improving internationalisation of higher education, looking at student adaptation and academic pedagogy in international study settings. She is currently developing a tool to help teachers boost learners' academic interactional competence in using listening and speaking strategies in EAP classrooms. She is also interested in young learners and EAL in English primary schools, and immigrant learners of English with low-levels of literacy.
Clare is happy to supervise PhD research in topics related to teaching and learning English (or other languages), especially with a cognitive or task-based focus.
Research groups / Centres
Applied Linguistics Research Group; Psycholinguistics Research Group; L2 Fluency Research Group; Language and Literacy Research Group .
- Chen, Q. and Wright, C. (2016) Contextualisation and authenticity in TBLT: voices from Chinese classrooms. Language Teaching Research. ISSN 1477-0954 doi: 10.1177/1362168816639985
- Furneaux, C., Wright, C. and Wilding, E. (2015) From darkness to light: first experiences in developing and facilitating a MOOC. In: Corbeil, J. R., Corbeil, M. E. and Khan, B. H. (eds.) The MOOC Casebook: Case Studies in MOOC Design, Development and Implementation. Linus Books, Ronkonkoma, NY , pp. 337-348. ISBN 9781607975618
- Furneaux, C., Wright, C. and Wilding, E. (2015) ‘From darkness to light’: first experiences in developing and facilitating a MOOC. In: Corbeil, J. R., Corbeil, M. E. and Khan, B. H. (eds.) The MOOC Case Book: Case Studies in MOOC Design, Development and Implementation. Linus, Ronkonkoma, NY, pp. 337-348. ISBN 9781607975618
- Bell, D. and Wright, C. (2015) Perfective marking in L2 Mandarin: agreement with inherent lexical aspect or the derived Sentential Aspectual class? Newcastle and Northumbria Working Papers in Linguistics , 21 (2). pp. 1-24. ISSN 2041 -1057
- Wright, C. (2015) Working memory and L2 development across the lifespan: a commentary. In: Wen, Z. (E.), Mota, M. B. and McNeill, A. (eds.) Working memory in second language acquisition and processing. Multilingual Matters, Bristol, pp. 285-298. ISBN 9781783093588
- Wright, C. (2014) Busting the myths about ESOL learners: integrating insights from teaching and research. In: NATECLA national conference, 27 - 29 June 2014, University of Sheffield, pp. 4-9.
- Wright, C. and Cong, Z. (2014) Examining the effects of study abroad on L2 Chinese development among UK university learners. Newcastle and Northumbria Working Papers in Linguistics, 20. pp. 67-83. ISSN 2041-1057
- Wright, C. and Schartner, A. (2013) ‘I can’t … I won’t?’ International students at the threshold of social interaction. Journal of Research in International Education, 12 (2). pp. 113-128. ISSN 1741-2943 doi: 10.1177/1475240913491055
- Whong, M. and Wright, C. (2013) Scope and research methodologies in SLA. In: Herschensohn, J. and Young-Scholten, M. (eds.) Cambridge Handbook of Second Language Acquisition. Cambridge University Press, pp. 71-92.
- Wright, C. (2013) An investigation of working memory effects on oral grammatical accuracy and fluency in producing questions in English. TESOL Quarterly, 47 (2). pp. 352-374. ISSN 1545-7249 doi: 10.1002/tesq.68
- Wright, C. (2010) Variation, asymmetry and working memory in the process of second language acquisition. In: Franich, K., Iserman, K. and Keil, L. (eds.) Proceedings of 34th Annual Boston University Conference on Language Development. Cascadilla Press, Somerville, MA 02144, USA, pp. 468-479. ISBN 9781574730555
- Wright, C. (2010) Working memory in SLA. VDM Publishing, Saarbrucken.
- Jeannet, J. and Wright, C. (2010) The benefits of the staged approach to the Term Paper for Foundation level students. In: Blue, G. (ed.) Developing Academic Literacy. Peter Lang, Oxford, pp. 113-124. ISBN 9783039115457
- Wright, C. (2009) “I still can’t question”: issues affecting EFL development in an immersion environment. Novitas-ROYAL, 3 (1). pp. 1-13. ISSN 1307 - 4733
- Whong M, Wright C. (2013) Scope and research methodologies in SLA. In: Herschensohn, J & Young-Scholten, M, (eds.) Cambridge Handbook of Second Language Acquisition. Cambridge: Cambridge University Press, 71-92.
- Wright C. (2012) An investigation of working memory effects on oral grammatical accuracy and fluency in producing questions in English. TESOL Quarterly. 47(2): 352-374.
- Wright, C. (2010). Variation, asymmetry and Working Memory in the process of second language acquisition. In K. Franich, K. Iserman and L. Keil (eds.) Proceedings of 34th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press, 468-479.
- Wright, C. (2009). "I still can't questions": issues affecting EFL development in an immersion environment. Novitas-ROYAL 3 (1): 1-13.
PhD Linguistics (Newcastle University); MA Linguistics and Language Acquisition (Newcastle University); PG CELTA (South Thames College); BA/MA History (Cambridge University).