Jones, Pauline Dr

<p><em>Improving understandings of the role of dialogue in learning<br /></em>Associate Professor Jones’ PhD investigating oral language and learning in schools in disadvantaged communities has been published in a number of scholarly publications. These publications have led to invitations to guest editor a special issue of Research Papers in Education on educational linguistics and dialogic pedagogy (2016) published subsequently by Routledge as a scholarly book (Jones & Hammond, Eds. 2018 <em>Talking to Learn</em>). An edited book on dialogic pedagogy featuring Australian classrooms was published by the Primary English Teaching Association of Australia (PETAA) (Jones, Simpson & Thwaite, Eds. 2018 <em>Talking the Talk: Snapshots from Australian Classrooms</em>). Further scholarly publications have arisen from this collaboration (e.g.Thwaite, A., Jones, P.T., & Simpson, A. (2020) Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics. <em>Australian Journal of Language and Literacy, </em>Special Issue on Talk and Interaction, Vol. 43, No. 1, 2020. pp. 33-46). And a further edited publication is under contract with Routledge for 2022 (Thwaite, A. Simpson, A. & Jones, P.T. <em>Dialogic Perspectives on Classroom Discourse</em>).</p><p>Associate Professor Jones’ expertise in oral language and learning has led to a number of opportunities to impact on curriculum and policy in Australia. For example, in 2009 together with Associate Professor Ken Cruickshank, she led the development of Teaching English Language Learners (TELL), a research-based professional learning program for the mainstream teachers of English language learners in NSW schools.  Since then, more than 4000 Australian and international teachers in NSW primary and secondary schools have completed the course. This work has also led to investigations of the nature of classroom dialogue in technology rich environments and online teaching environments, resulting in an OLT funded project (with Associate Professor Irina Verenikina and Dr Janine Delahunty) as well as an online site (<a href="http://fold.org.au" target="_blank" rel="noopener">http://fold.org.au</a>) for tertiary teachers. The feedback has been enthusiastic: “By the way, congrats on FOLD. It’s a wonderful resource. I shared it round Linguistics on Friday and have already had half a dozen people thank me for how useful it is” (colleague, Macquarie University).</p><p><em>Impact on Literacy Curriculum, Policy and Practice<br /></em>Associate Professor Jones has been an academic advisor to the team developing the National Literacy Progressions (ACARA and the NSW DET), providing advice and content focused on the oral language component of the document. Relatedly, she has also featured as an academic expert on video materials to support the implementation of the Progressions. In 2020-21, as President of the Primary English Teaching Association Australia (PETAA), she has provided advice to national and state curriculum reviews.</p><p>The release of the Australian Curriculum: English with its mandatory grammar component meant that Associate Professor Jones and colleagues at UOW were well placed to research the impact of the curriculum on teachers’ work.  Because of her expertise in educational linguistics and teacher professional learning, Associate Professor Jones was invited to work with a number of schools as teachers came to grips with the challenges of extending their own knowledge of grammar and developing appropriate ways of teaching it in contemporary literacy programs. Using small grant funding from the university, she captured teachers’ responses to the curriculum in a number of publications with other UOW scholars.  This work informed subsequent collaborations with the NSW Teachers’ Federation which saw Associate Professor Jones design and deliver a series of online modules for teachers.  To date, more than 500 teachers from over 350 schools across NSW have completed the modules and in 2018, the program was delivered in the ACT. Teachers comment positively on the modules which encourage teachers to apply the theory and research to their own practices: “I was one of those people who didn’t learn grammar at school.  The module has given me confidence, I’ve tried out activities and they work …” and “I liked the flexible delivery; able to study at home; being able to interact with the course coordinator and other participants from different grades and schools… assignment gives you courage to apply the content” (Former participants).</p><p>In addition, a textbook (Derewianka & Jones, 2012/2016 <em>Teaching Language in Context</em> Melbourne: Oxford University Press) developed from the research has sold more than 17,000 copies, is used in 18 national teacher education institutions as well as in the US, UK and Canada (OUP sales figures Jan 2018), and is held in 88 international libraries (incl. Oxford and Harvard). It was shortlisted for the 2017 Educational Publishing Awards (Tertiary) and a 3rd edition is in preparation for 2022.</p><p>Associate Professor Jones’ current ARC project extends this work into the advanced disciplinary literacies of tertiary Science classrooms as she investigates how multiple resources such as language, image, and software are integrated into successful digital texts to communicate science. In a partnership between semiotics and science education, the project has led to the redesigning of assessment tasks in tertiary science classrooms as well as informing school-based literacy pedagogy so that teachers are supported to become more confident at teaching digital literacy.  This project has led to a number of significant scholarly publications in the fields of science education and semiotics (e.g. Jones, P.T.<strong>,</strong> Turney, A., & Georgiou, H. & Nielsen, W. (2020) Assessing multimodal literacies in Science:  Semiotic and practical insights from pre-service teacher education. <em>Language and Education</em>. <a href="https://doi.org/10.1080/09500782.2020.1720227" target="_blank" rel="noopener">https://doi.org/10.1080/09500782.2020.1720227</a>). These publications have also impacted on curriculum and practice (e.g. AITSL resources for Initial Teacher Education).</p><p>Impact is a major goal of TRANSLIT (Transforming Literacy Outcomes), a project which brought together a number of researchers with the aim of informing a research agenda as well as identifying imperatives for teacher professional learning.   The project has led to a number of scholarly and professional publications e.g. Jones, P.T., Matruglio, E. & Edwards-Groves, C. (Eds.), <em>Transition and Continuity in School Literacy Development</em>. London: Bloomsbury [in press for 2021] and a special issue of the Australian Journal of Language and Literacy in 2021.  It has also seeded further projects investigating the development of disciplinary literacy and the role of cross-curricula themes such as sustainability and creative/critical thinking.</p>

<p><em>Improving understandings of the role of dialogue in learning<br /></em>Associate Professor Jones’ PhD investigating oral language and learning in schools in disadvantaged communities has been published in a number of scholarly publications. These publications have led to invitations to guest editor a special issue of Research Papers in Education on educational linguistics and dialogic pedagogy (2016) published subsequently by Routledge as a scholarly book (Jones & Hammond, Eds. 2018 <em>Talking to Learn</em>). An edited book on dialogic pedagogy featuring Australian classrooms was published by the Primary English Teaching Association of Australia (PETAA) (Jones, Simpson & Thwaite, Eds. 2018 <em>Talking the Talk: Snapshots from Australian Classrooms</em>). Further scholarly publications have arisen from this collaboration (e.g.Thwaite, A., Jones, P.T., & Simpson, A. (2020) Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics. <em>Australian Journal of Language and Literacy, </em>Special Issue on Talk and Interaction, Vol. 43, No. 1, 2020. pp. 33-46). And a further edited publication is under contract with Routledge for 2022 (Thwaite, A. Simpson, A. & Jones, P.T. <em>Dialogic Perspectives on Classroom Discourse</em>).</p><p>Associate Professor Jones’ expertise in oral language and learning has led to a number of opportunities to impact on curriculum and policy in Australia. For example, in 2009 together with Associate Professor Ken Cruickshank, she led the development of Teaching English Language Learners (TELL), a research-based professional learning program for the mainstream teachers of English language learners in NSW schools.  Since then, more than 4000 Australian and international teachers in NSW primary and secondary schools have completed the course. This work has also led to investigations of the nature of classroom dialogue in technology rich environments and online teaching environments, resulting in an OLT funded project (with Associate Professor Irina Verenikina and Dr Janine Delahunty) as well as an online site (<a href="http://fold.org.au" target="_blank" rel="noopener">http://fold.org.au</a>) for tertiary teachers. The feedback has been enthusiastic: “By the way, congrats on FOLD. It’s a wonderful resource. I shared it round Linguistics on Friday and have already had half a dozen people thank me for how useful it is” (colleague, Macquarie University).</p><p><em>Impact on Literacy Curriculum, Policy and Practice<br /></em>Associate Professor Jones has been an academic advisor to the team developing the National Literacy Progressions (ACARA and the NSW DET), providing advice and content focused on the oral language component of the document. Relatedly, she has also featured as an academic expert on video materials to support the implementation of the Progressions. In 2020-21, as President of the Primary English Teaching Association Australia (PETAA), she has provided advice to national and state curriculum reviews.</p><p>The release of the Australian Curriculum: English with its mandatory grammar component meant that Associate Professor Jones and colleagues at UOW were well placed to research the impact of the curriculum on teachers’ work.  Because of her expertise in educational linguistics and teacher professional learning, Associate Professor Jones was invited to work with a number of schools as teachers came to grips with the challenges of extending their own knowledge of grammar and developing appropriate ways of teaching it in contemporary literacy programs. Using small grant funding from the university, she captured teachers’ responses to the curriculum in a number of publications with other UOW scholars.  This work informed subsequent collaborations with the NSW Teachers’ Federation which saw Associate Professor Jones design and deliver a series of online modules for teachers.  To date, more than 500 teachers from over 350 schools across NSW have completed the modules and in 2018, the program was delivered in the ACT. Teachers comment positively on the modules which encourage teachers to apply the theory and research to their own practices: “I was one of those people who didn’t learn grammar at school.  The module has given me confidence, I’ve tried out activities and they work …” and “I liked the flexible delivery; able to study at home; being able to interact with the course coordinator and other participants from different grades and schools… assignment gives you courage to apply the content” (Former participants).</p><p>In addition, a textbook (Derewianka & Jones, 2012/2016 <em>Teaching Language in Context</em> Melbourne: Oxford University Press) developed from the research has sold more than 17,000 copies, is used in 18 national teacher education institutions as well as in the US, UK and Canada (OUP sales figures Jan 2018), and is held in 88 international libraries (incl. Oxford and Harvard). It was shortlisted for the 2017 Educational Publishing Awards (Tertiary) and a 3rd edition is in preparation for 2022.</p><p>Associate Professor Jones’ current ARC project extends this work into the advanced disciplinary literacies of tertiary Science classrooms as she investigates how multiple resources such as language, image, and software are integrated into successful digital texts to communicate science. In a partnership between semiotics and science education, the project has led to the redesigning of assessment tasks in tertiary science classrooms as well as informing school-based literacy pedagogy so that teachers are supported to become more confident at teaching digital literacy.  This project has led to a number of significant scholarly publications in the fields of science education and semiotics (e.g. Jones, P.T.<strong>,</strong> Turney, A., & Georgiou, H. & Nielsen, W. (2020) Assessing multimodal literacies in Science:  Semiotic and practical insights from pre-service teacher education. <em>Language and Education</em>. <a href="https://doi.org/10.1080/09500782.2020.1720227" target="_blank" rel="noopener">https://doi.org/10.1080/09500782.2020.1720227</a>). These publications have also impacted on curriculum and practice (e.g. AITSL resources for Initial Teacher Education).</p><p>Impact is a major goal of TRANSLIT (Transforming Literacy Outcomes), a project which brought together a number of researchers with the aim of informing a research agenda as well as identifying imperatives for teacher professional learning.   The project has led to a number of scholarly and professional publications e.g. Jones, P.T., Matruglio, E. & Edwards-Groves, C. (Eds.), <em>Transition and Continuity in School Literacy Development</em>. London: Bloomsbury [in press for 2021] and a special issue of the Australian Journal of Language and Literacy in 2021.  It has also seeded further projects investigating the development of disciplinary literacy and the role of cross-curricula themes such as sustainability and creative/critical thinking.</p>