My research explores the complexities of the connections between language, knowledge, and values and is driven by the need to understand how these connections differ according to discipline. I focus particularly on the construction of interpersonal stance in student writing, disciplinary differences in student literacy practices, the knowledge practices and values underpinning school subjects and educational linguistics generally. I completed a Doctor of Philosophy at the University of Technology, Sydney (2014), in which I explored the differential literacy demands of high stakes writing in senior secondary humanities subjects and for which I was awarded a Highly Commended award in the Australian Literacy Educators’ Association inaugural Doctoral Thesis Award, recognising impact within the field of Literacy Teaching and Learning in Australia.
My publications and research draws on complementary theories of Systemic Functional Linguistics and Legitimation Code Theory to explore the nature of literacy practices in schooling. They engage with topics such as the nature of classroom discourse, conditions which enable cumulative knowledge building, disciplinarity and the demands of writing in the disciplines. Throughout all these publications I maintain a strong commitment to making the demands for success in schooling clear so they can be communicated to students and teachers and so that pedagogies which provide the most scope for learning for all students, including disadvantaged and minority students, may be developed.
Year | Title |
---|---|
2021 - 2025 | Awarded by: Funding Scheme: Education Strategic Research Fund |
Discourse Analysis
Academic Writing
Interpersonal meaning
Genre
Systemic Functional Linguistics
Degree | Research Title | Advisee | |
---|---|---|---|
Doctor of Philosophy | Supporting Vietnamese EFL University Students Development of Argumentative Writing through Systemic Functional Linguistics-based Genre Pedagogy | ||
Doctor of Philosophy (Integrated) | Languaging Critical Thinking as a Process of Meaning Making in Student Argumentative Writing | ||
Doctor of Philosophy (Integrated) | Content and language integrated learning in Vietnamese EFL Buddhist tertiary education: challenges, benefits and implementation. | ||
Doctor of Philosophy | Exploring semiosis in Australian tertiary students representation of science within a systemic functional linguistics framework | Turney, Annette | |
Doctor of Philosophy (Integrated) | Multimodal critical literacy: The pedagogy of questioning through movies in disadvantaged schools. | Badillo Vargas, Carolina | |
Doctor of Philosophy | Multimodal Literacy and English for Special Purposes: Using Video Compositions as a Language Learning Tool in the University Setting | Hellwig, Anne |
school of Education, Faculty of Social Sciences
Room 318, Building 67
University of Wollongong
NSW
2522
Australia
My research explores the complexities of the connections between language, knowledge, and values and is driven by the need to understand how these connections differ according to discipline. I focus particularly on the construction of interpersonal stance in student writing, disciplinary differences in student literacy practices, the knowledge practices and values underpinning school subjects and educational linguistics generally. I completed a Doctor of Philosophy at the University of Technology, Sydney (2014), in which I explored the differential literacy demands of high stakes writing in senior secondary humanities subjects and for which I was awarded a Highly Commended award in the Australian Literacy Educators’ Association inaugural Doctoral Thesis Award, recognising impact within the field of Literacy Teaching and Learning in Australia.
My publications and research draws on complementary theories of Systemic Functional Linguistics and Legitimation Code Theory to explore the nature of literacy practices in schooling. They engage with topics such as the nature of classroom discourse, conditions which enable cumulative knowledge building, disciplinarity and the demands of writing in the disciplines. Throughout all these publications I maintain a strong commitment to making the demands for success in schooling clear so they can be communicated to students and teachers and so that pedagogies which provide the most scope for learning for all students, including disadvantaged and minority students, may be developed.
Year | Title |
---|---|
2021 - 2025 | Awarded by: Funding Scheme: Education Strategic Research Fund |
Discourse Analysis
Academic Writing
Interpersonal meaning
Genre
Systemic Functional Linguistics
Degree | Research Title | Advisee | |
---|---|---|---|
Doctor of Philosophy | Supporting Vietnamese EFL University Students Development of Argumentative Writing through Systemic Functional Linguistics-based Genre Pedagogy | ||
Doctor of Philosophy (Integrated) | Languaging Critical Thinking as a Process of Meaning Making in Student Argumentative Writing | ||
Doctor of Philosophy (Integrated) | Content and language integrated learning in Vietnamese EFL Buddhist tertiary education: challenges, benefits and implementation. | ||
Doctor of Philosophy | Exploring semiosis in Australian tertiary students representation of science within a systemic functional linguistics framework | Turney, Annette | |
Doctor of Philosophy (Integrated) | Multimodal critical literacy: The pedagogy of questioning through movies in disadvantaged schools. | Badillo Vargas, Carolina | |
Doctor of Philosophy | Multimodal Literacy and English for Special Purposes: Using Video Compositions as a Language Learning Tool in the University Setting | Hellwig, Anne |
school of Education, Faculty of Social Sciences
Room 318, Building 67
University of Wollongong
NSW
2522
Australia