Academic staff researchers

Cara Broadhurst: Teaching early reading; home and school reading links and spaces

Dr Xiao Lan Curdt-Christiansen: (bi)Literacy development of primary school children; bilingual education; language socialisation; language ideology; language policy and language-in-education policy; family language policy [home (bi)literacy practices and acquisition]; heritage language development; language curriculum development; classroom discourse; metalinguistic awareness and knowledge

Dr Louise Courtney: Second language acquisition, second language teaching and learning, primary language teaching, second language motivation, primary to secondary transition, lexical development, grammatical development (French), development of second language literacy skills, individual differences, English as an Additional Language

Dr Naomi Flynn: Pedagogy for teaching children with EAL; effective teachers of English; policy for teaching English; developing teachers’ subject knowledge for teaching English/ EAL through on-line learning spaces; the position of English as a global language.

Professor Andy Goodwyn: Theory and practice of English teaching; Media Education; Expert teachers in English; e-Readers; Reading aloud in the secondary school

Professor Suzanne Graham : Second language learner strategies; motivation; second language listening comprehension; second language pedagogy and teacher cognition; transition across different stages of language education

Dr Holly Joseph: Reading development and difficulties; incidental vocabulary acquisition during reading; discourse level processing during reading; skilled adult reading; reading in children with comprehension difficulties, ASD, dyslexia and in children with EAL

Barbara King: MFL education; primary languages; content and language integrated learning (CLIL); learner identity

Dr Daguo Li: Motivation; language learner strategies; second language pedagogy; professional development for second language teachers; international education; intercultural communication

Dr Margaret Perkins: Early literacy; teachers as readers; the use of autobiography in professional development; observing primary literacy

Dr Daisy Powell: Literacy acquisition; in particular the development of word-level reading and spelling skills in typically and atypically developing children. Understanding the link between Rapid Automatised Naming (RAN) and reading development. Reading ability and academic attainment in young adults. The development of number skills

Professor Brian Richards: First and second language acquisition; bilingualism; vocabulary development; language assessment. Currently working on an analysis of the discourse related to ‘grammatical correctness’ and the debates and controversies arising from this.

Rachel Roberts: Discourse in Education, particularly in ITT; Transition between key stages; the use of Media and Moving Image in the classroom; Expertise in teaching; Observation as part of ITT and CPD in education; Teaching of writing at KS2 and 3

Dr Alison Silby: Theory and practice of teaching English in primary schools; children’s literature: exploring gender and identity; transition in primary education: impact on writing; literacy and inclusion; supporting literacy through primary music education; Qualitative research methodologies

Stephanie Sharp: Literacy and transition between KS2 & KS3

Professor Rhona Stainthorp: The development of reading and writing including spelling and handwriting; precocious reading ability; children with reading difficulties; effective teaching of reading and writing; Reading ability and academic attainment in young adults

Professor Jeanine Treffers-Daller Vocabulary richness, vocabulary learning and teaching, language and thought or “thinking-for-speaking” in bilinguals and L2-learners, statistical learning

Lionel Warner: The nature and quality of mentorship to Overseas Trained Teachers; Contemporary plays; Reading aloud in the secondary school

Dr Clare Wright: Multilingual acquisition/education, task-based teaching, individual differences and working memory: particular focus on learning processes involved in building grammatical knowledge and oral fluency for L2 English and L2 Mandarin. Director of Bilingualism Matters @ Reading.

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