‘Leadership Learning in heritage language schools: insights into values, identity and professional development. The International Language Association Conference (ICC), Zurich, May 2026
‘An Exploration of Narrative Leadership: Perceptions, Values Identity and Meaning ', The University of Reading, Applied Linguistics Circle, May 2026
'Exploring Leader Perceptions and Experiences in Heritage Language Schools', September 18th 2025, Cultural Heritage Management and Conservation Conference, Nottingham University.
‘What are heritage language schools and why are they important?’ Community Festival, Reading University, May 2025.
‘Exploring leadership in heritage language schools: The conceptual framework’. The Institute of Education Graduate Conference. Reading University, June 25th 2024.
'Reflections on the use of Materials in co-constructing Academic Identity: Alternative pathways’ (Jointly delivered with D. Devane), IATEFL Brighton, April 2024.
‘Exploring leadership in heritage language schools with a new qualitative tool ’, PhD Language Studies Conference, Reading University, March 2024
‘The Journey and Beyond: The EMADA BC project ’, Language Teaching and Research Forum, University of Reading, March 2024 (jointly delivered with C. Zhang).
‘The Thinking Abilities Framework ’, a report by the University of Reading, in collaboration with the Hubei Institute of Education Science and supported by British Council China (Contributing Author), December 2023
‘Research on the development of thinking abilities within the English subject in primary and secondary schools in Hubei province’ (video published on the BC Website 2023) https://www.britishcouncil.cn/en/teach/thinking-abilities-framework
‘Teachers' Beliefs and Practice in Developing Thinking Ability through EFL teaching in China's basic education: Creation of the Thinking Abilities Framework’ (EmaDA-sponsored BC project, 2022 – 23). The British Council China Teaching English Online Conference, Oct 2023.
‘The EMADA BC project: Chongqing and Hubei Teacher CPD Research and Materials Development Projects’, Language Teaching and Research Forum, Reading University, December 2022 (jointly delivered with C. Zhang).
'Reflections on the use of Materials in co-constructing Academic Identity ’. [Paper presentation]. 2023 UNNC EAP ESP Conference, University of Nottingham Ningbo, China (jointly delivered with Devane, D.) May 2023.
'Co-constructed Identity: Reflections on how EAP Learning Materials can enhance the transition and development of the EAP Student and the EAP Practitioner’ (jointly delivered with Devane, D.) BALEAP Professional Issues Meeting, University of Sheffield, Nov 2022.
‘Collaborative Projects in Intercultural Communicative Competence’ (jointly delivered with Daguo Li and Carrie Zhang) at Learning Teaching and Research Forum (LTRF), ISLI, Nov 2022
‘Intercultural Communicative Competence (both home and mixed nationalities)’ IntRef: Intercultural Reflection on Teaching Conference, online, led by Goethe-Universität Frankfurt, June 2022.
‘Developing Intercultural Communication Competence (ICC) in an international professional development context through action research’ (jointly delivered with Daguo Li and Carrie Zhang) at Learning Teaching and Research Forum (LTRF), ISLI, 2017 ‘Motivation and Mindset’ T&L Showcases (reading.ac.uk) 2017.
Dr Sharon McIlroy
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+44 (0) 118 378 5646
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Lecturer
Academic Lead: Short Courses. Lead tutor and module convenor for CSC Short Courses
Academic English Programme Module Convenor: Business and Management, Business Management and Accounting, and Digital Business
Team member and one of the academic leads on the EMADA project (British Council English Materials Development Award)
Global Graduates' development, including Intercultural Communicative Competence.
Areas of interest
My academic interests lie in educational leadership, multiculturalism, curriculum design, materials development, and professional learning in education. I am particularly focused on bridging theory and practice through reflective and critical thinking methodologies.
In 2018 and 2023, I undertook project visits to China, delivering presentations to school leaders, teacher educators, and classroom practitioners on topics including attribution theory, mindset, the cultivation of critical thinking, and the role of reflection in education and professional growth.
My doctoral research is a narrative inquiry into the perceptions and experiences of leaders in heritage language schools, examining their professional trajectories, identity and values.
Additionally, I serve as a board member of the ICC (International Language Association), where my work focuses on Intercultural Communicative Competence. My research explores leadership development and the integration of 21st-century skills through intercultural dialogue and organisational culture. I am also a member of the British Council's EMADA research team and have contributed to a study examining the development of critical thinking skills through English-language teaching in Hubei Province, China.
Teaching
Module Convenor and Lecturer on CSC courses: Professional development for Chinese Teachers of English and University Administrators.
Module Convenor and lecturer on the Academic English Programme for Postgraduates: Academic Skills, Pre-sessional courses, and global graduate courses: Erasmus and Intercultural Communicative Competence.
Research projects
Ongoing ethnographic project with CSC course participants. As one of the main academic leads on the British Council EMADA research team, we investigated the development of critical thinking skills through the teaching of English in Hubei, China. I hold a Doctorate in Education from the University of Reading, where I conducted research on educational leadership.
I am currently undertaking a thematic analysis of reflective accounts from a cohort enrolled in an intensive three-month professional development programme for English teachers in China, exploring recurring themes in professional learning and pedagogical development.
Background
Before joining the University, I gained over 16 years of experience in English as a Foreign Language (EFL), encompassing teaching, management, and teacher training across diverse international contexts. My early career included co-leading a private English-language school in Greece, where I prepared students for both the Greek school-leaving certificate and the Cambridge English examinations. I subsequently held positions in TESOL teacher education and course leadership, delivering and directing TESOL, PTLLS, and DTLLS programmes, and coordinating EFL provision within the Further Education sector.
I hold an MA in Applied Linguistics and English Language Teaching from King's College London (2001). My association with the University began in 2003 as a member of the summer TEEP teaching team, which led to a full-time appointment at the National Centre for Language and Literacy in 2004. In 2025, I was awarded a Doctorate in Education (EdD) from the University of Reading.
As Academic Lead for Short Courses, I have a particular interest in the creative design of learning materials and innovative pedagogical approaches. Since rejoining the University's pre-sessional programmes in 2020, I have taught on both year-round and summer programmes, served as Module Convenor for postgraduate Pre-Sessional English (PSE) courses, and contributed to the development of teaching and learning resources for the University's Pre-Sessional and Academic English Programmes (AEP), for which I currently convene three modules for postgraduates.
My research interests include educational leadership, multilingualism, curriculum development, and professional learning. I am particularly interested in the relationship between theory and practice and in promoting reflective practice and critical thinking in educational settings. My recent research explores multilingualism in contemporary Britain, focusing on leadership, community engagement, and sustainability within heritage language education. I am also conducting a thematic analysis of reflections from a cohort of Chinese teachers of English who attended an intensive three-month professional development programme, examining patterns of professional learning and intercultural development.
Academic qualifications
Ed D (University of Reading)
Fellow of the Higher Education Academy
MA Applied Linguistics and ELT (King's College, The University of London)
B.Ed. (Queen's University Belfast)
Dip TESOL (The University of London)
Apolytirio (Greek school-leaving certificate)
Professional bodies/affiliations
British Educational Research Association
ELINET (Education, Languages and Internationalisation Network)
The Global Forum for EAP Professionals (BALEAP)
IATEFL (International Association of Teachers of English as a Foreign Language)
IATEFL LAMSIG
FSET (Society for Education and Training)
Fellow of the Higher Education Academy, 2018
Foundational school governor: (Warfield CE Primary School & Nursery)
Selected publications
McIlroy, S. (2026). Keynote article 1: A small case study exploring leadership practice in a Chinese complementary school in England through Kempster's leadership development framework. ICC Journal, 8 (Spring 2026). https://icc-languages.eu/iccjournal/
Devane, D., & McIlroy, S. (2026). Co-construction of academic identity in EAP: A materials-led alternative pathway for EFL-to-EAP transition. BALEAP Journal of Research and Practice, 2(1), 66-86. https://doi.org/10.31273/baleapjrp.v2.n1.2198
Zhang, X., McIlroy, S., & Li, D. (2020). Co-constructing intercultural development on a professional development programme for teachers from China. In M. Foster & D. Killick (Eds.), Learner Relationships in Global Higher Education: A Critical Pedagogy for a Multicultural World: Routledge. https://www.routledge.com/Learner-Relationships-in-Global-Higher-Education-A-Critical-Pedagogy-for/Killick-Foster/p/book/9780367271145