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Contact details +64 (06) 356 9099 ext. 83572
I bring to my work at Massey University a wealth of experience as a teacher of English to speakers of other languages (TESOL) which impacts strongly on my teaching and research in the university. The practical and varied classroom experience of teaching English and working with second language learners informs my work on the Postgraduate Diploma in Applied Linguistics, with its strong focus on taching and learning languages, and my teaching of English for Academic Purposes to undergraduate multilingual writers. My interest in and experience of second language learners, and their endeavours to engage in the complexities of study and everyday life, has provided a basis for my own research, including my PhD thesis, 'Expectations, emerging issues and change for Chinese international students in a New Zealand university', which won the Applied Linguisics Association of New Zealand award for the best NZ thesis in Applied Linguistics in 2008. It also contributes to my role as a supervisor of postgraduate research in our Applied Linguistics suite of qualifications.
I maintain an active presence in the TESOL profession, through membership of TESOLANZ (Teachers of ESOL Aoteaora New Zealand), as convenor of the Tertiary Special Interest Group of that organsation, and as a committee member of the Manawatu Branch, MANATESOL. I volunteer at a local level for English Language Partners as a tutor trainer, and at a national level have an advisory and consultation role. I was secretary of the Applied Linguistics Association of New Zealand (ALANZ) from 2011 to 2014, and co-edited New Zealand Studies in Applied Linguistics from 2006 to 2012. I have been involved in the organisation of conferences for both TESOLANZ (Convenor of CLESOL 2012) and ALANZ.
I joined Massey University in 2002 after many years of TESOL (teaching English to speakers of other languages) in a range of settings -- private language school, polytechnic, community -- and fresh from a year teaching at Hubei University in Wuhan, China. My research centres mainly on aspects of the presence of international students in the university, from the perspectives of teachers and students. My PhD was a longitudinal study of undergraduate Chinese international students at a New Zealand University. I also maintain my interest in community settings through extensive work with English Language Partners both nationally and locally,
Teachers of international students
Writing for academic purposes for ESOL students
English language learning in community settings
My research has been qualitative in nature, and in most cases longitudinal.
21st Century Citizenship
Field of research codes
Curriculum and Pedagogy (130200): Education (130000): LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)
Teaching English to Speakers of Other Languages
TESOL Teacher education
University teachers of international students
Second Language Learning
Learning English in community settings
Project Title: Academic practice to support international students at Massey University
Date Range: 2013 - 2013
Funding Body: Massey University
I began my teaching career with an intensely practical Certificate in Teaching English as a Foreign Language from International House, UK, one of the precursors to the current Cambridge Certificate. This was followed up with enrolment in the Diploma of Second Language Teaching from Massey University, a qualification which, in its current evolution as the Postgraduate Diploma in Applied Linguistics, I now coordinate and teach on. My TESOL teaching has been in a wide range of contexts, from large classes in a traditional Chinese university, to private English language centre and polytechnic classes, one-to-one tuition, English language suppor,t and English for Academic Purposes for ESOL leatners at university level. Since 2002, I have added distance teaching and Linguistics classes at Massey University to my repertoire.
All in all, this ensures that the teaching I provide for the students on our qualifications is practical, informed by understandings of educational theories, and driven by a socio-constructivist approach, seeking to involve students actively in the process of their learning. It also means that I have insight into most of the contexts that the second language teachers on our Postgraduate Diploma and Master of Applied Linguistics courses are refelcting on in their assignments. I therefore provide feedback which recognises the logistical realities of those contexts as well as the while desire to strive to meet the highest possible standards. An ongoing involvement as facilitator of one of the Teaching and Learning Circles which Massey University staff can voluntarily join is testament to my deep interest in the teaching process, my intent to maintain excellence as a teacher on my own behalf, and my desire to particiapte in a process of peer support for colleagues.
I bring the same approach to my work as a supervisor, working hard to provide support to students developing skills in a very new area.