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    Dr. Sarah Jane Mercer 
     
    Redefining People Priorities in Contemporary Language Teaching: Putting Teachers First
     
    Sarah Jane Mercer
    Foreign Language Teaching, ELT Methodology Department, University of Graz, Austria
    sarah.mercer@uni-graz.at
     
    Abstract
    Language teaching is a profession which can be at times both rewarding and stressful. In contemporary classrooms, the number and types of challenges teachers encounter are changing and increasing. The pace of life generally is speeding up, administrative tasks are on the rise, and learners are becoming ever more difficult to engage in the face of multiple digital distractions. Given that we know how central the psychology of language teachers is for the quality of teaching and learning, it is surprising we spend so little time as individuals, institutions and as a profession reflecting on teacher wellbeing. In this talk, we discuss why language teacher wellbeing is so vitally important and why it is in everybody’s interest to put teachers’ psychology first. We consider a range of practical strategies that organizations as well as individuals can implement to promote, strengthen and maintain teacher wellbeing. I argue that it is the foundation of good practice to ensure that teacher psychology is as positive and healthy as possible in order for them to be able to teach to the best of their abilities. 
     
     
    Biographical note
     
    Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology and Deputy Head of the Centre for Teaching and Learning in Arts and Humanities. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area including, ‘Psychology for Language Learning’.
     
    Education
    Secondary Education
    Bolton School Girls' Division, Lancashire, UK.
    University Education
    BA in European Studies (French, German & Politics) at Royal Holloway, University of London.
    MA in TEFL at the University of Reading.
    Ph. D in Applied Linguistics at Lancaster University.
    Habilitation. Venia: Sprachlehr-  und lernforschung und Fachdidaktik Anglistik (Applied Linguistics) at the University of Graz, Austria.
     
    Employment & Posts
    Various teaching jobs at secondary schools, private institutions and adult education centres.
    Lecturer at the University of Graz between 1998 - 2015.
    Since 2012, Deputy Head of the Centre for Teaching and Learning at the University of Graz.
    Since Oct 2012, head of the doctoral programme for Language Learning and Teaching Research at the University of Graz.
    Since April, 2015, joint co-ordinator for the Research SIG at IATEFL.
    Since May 2015, Professor for Foreign Language Teaching at the University of Graz. Head of ELT Methodology.
    Since Oct 2016, joint series editor for Multilingual Matters' book series: 'Psychology of Language Learning and Teaching' (PLLT). LINK.
    Since April 2017, member of OUP's expert advisory panel.
    Between Nov 2013-July 2016, co-editor of the journal 'System'.
    I also serve on a range of university commissions, advisory boards, and editorial boards. For a full CV, please contact me via my university email address.
     
     
    Qualifications:
    Habilitation:    Venia Legendi: Sprachlehr- und lernforschung und Fachdidaktik (Applied Linguistics - ELT).
     
    Degrees:  Ph.D in Applied Linguistics.
    Master of Arts. MA (Hons) in Teaching English as a Foreign Language (TEFL).
    Bachelor of Arts. BA (Hons) in European Studies (French, German, & politics).
     
    A-Levels:        2 grade A, 2 grade B.
     
    GCSEs:   7 grade A, 2 grade B.
     
    Other qualifications: Certificate in TESOL from Trinity College, a certificate from the University of London in Information Technology Skills.
     
     
    Publications:
     
    Monographs:
    Mercer, S. (2011). Towards an Understanding of Language Learner Self-Concept. Dordrecht: Springer.
                         
    Williams, M., Mercer, S. & Ryan. S. (2015). Exploring Psychology in Language Learning and Teaching. Oxford Handbooks for Language Teachers. Oxford: Oxford University Press. [Winner of the 2015 IH Ben Warren prize].
     
    Gkonou, C. & Mercer, S. (2017). Understanding Emotional and Social Intelligence among English language Teachers. London: British Council. [Research report]
     
    Mercer, S. & Dörnyei, Z. (in preparation). Engaging Language Learners in the Age of Digital Distractions. Cambridge: Cambridge University Press.
     
    Williams, M., Puchta, H., & Mercer, S. (in preparation). Psychology in Practice. Helbling.
     
    Edited volumes:
    Reitbauer, M., Campbell, N., Mercer, S. & Vaupetitsch, R. (Eds.) (2007). Contexts of English in Use: Past and Present. Wien: Braumüller.
     
    Schwarz, E. & Mercer, S. (Eds.) (2009). Das Spiel der Sprachen: Impulse zu einer translationsbezogenen Sprachdidaktik. Working with Language: Insights into Language Teaching for Translators. GTS Band 12. Graz: ITAT.
     
    Vaupetitsch, R., Campbell, N., Mercer, S., Reitbauer, M. & Schumm, J. (Eds.) (2009). The Materials Generator: Developing Innovative Materials for Advanced Language Production. Frankfurt: Peter Lang.
     
    Mercer, S., Ryan, S. & Williams, M. (Eds.) (2012). Psychology for Language Learning: Insights from Research, Theory & Practice.Basingstoke: Palgrave MacMillan.
     
    Pawlak, M. & Mercer, S. (Eds.) (2012). Guest editors for special issue of ELT Research, 27, entitled “Researching language teaching and learning in a classroom setting”.
     
    Reitbauer, M., Campbell, N., Mercer, S., Schumm, J. & Vaupetitsch, R. (Eds.) (2013). Feedback Matters: Current Feedback Practices in the EFL Classroom. Frankfurt: Peter Lang.
     
    Ryan, S. & Mercer, S. (Eds). (2013). Guest editors for special issue of the journal SSLLT entitled “The Role of Imagination in Foreign Language Learning.” 3(3).  
     
    Mercer, S. & Williams, M. (Eds.) (2014). Multiple Perspectives on the Self in SLA. Bristol: Multilingual Matters.
     
    Ryan, S. & Mercer, S. (Eds). (2015). Psychology and language learning. Special issue of the journal SSLLT, 5(2).
     
    Ryan, S. & Mercer, S. (Eds). (2015). Psychology and language learning. Special issue of the journal SSLLT, 5(3).
     
    Gkonou, C., Tatzl, D. & Mercer, S. (Eds.) (2015). New Directions in Language Learning Psychology. Cham: Springer.
     
    MacIntyre, P., Gregersen, T. & Mercer, S. (Eds.) (2016). Positive Psychology in SLA. Bristol: Multilingual Matters.
     
    Feryok, A. & Mercer, S. (2017). Special issue ‘Time in foreign language learning’. Innovation in Language Learning and Teaching,11(3).
     
    Mercer, S. & Kostoulas, A. (Eds.) (2018). Language Teacher Psychology. Bristol: Multilingual Matters.
     
    Hiver, P., Al-Hoorie, A., & Mercer, S. (Eds.) (in preparation). Engagement in the L2 Classroom.
     
    Lämmerer, A., & Mercer, S. (Eds.) (in preparation). Guest editors for special issue of the journal SSLLT entitled “Crossing Borders in Language Education.”
     
    Talbot, K., Mercer, S., Gruber, M.-T., & Nishida, R. (Eds.). (in preparation). The psychological experience of integrating language and content: Teacher and learner perspectives 
     
    Journal articles, reviews & conference proceedings:
    Mercer, S. (2003). The role of self-revelation in strategy training for the teaching of reading. Arbeiten aus Anglistik und Amerikanistik28 (2): 329 – 348.
     
    Mercer, S. (2003). The benefits of a student magazine – A brief case study. ELT News (49): 95 – 100.
     
    Mercer, S. (2003). Tagungsbericht: 10th Göttinger Fachtagung, ‘Fremdsprachenausbildung an der Hochschule’. Fachsprache 25 (1-2): 55 – 58.
     
    Mercer, S. (2004). Teaching writing: Getting into character. English Teaching Professional 32: 18 – 20.
     
    Mercer, S. (2005). Vocabulary strategy work for advanced learners of English. English Teaching Forum 43(2): 24 – 36.
     
    Mercer, S. & Campbell, N. (2005). Alternative rating scales for a tertiary level oral exam. ELT News 53: 43 – 47.
     
    Smith, B. & Mercer, S. (2005). Lancaster – Graz intercultural web project: A preliminary report. ELT News 52: 21 – 25.
     
    Mercer, S. (2006). Using journals to investigate the learners’ emotional experience of the language classroom. Estudios de linguistica Inglesa Aplicada (ELIA) 6: 63 – 91.
     
    Mercer, S. (2007). Understanding the English language learner self-concept. In: Beaven, B. (Ed.) (2007). IATEFL 2006 Harrogate Conference Selections. Canterbury: IATEFL. pp. 177 – 179.
     
    Mercer, S. (2008). Key concepts in ELT: Learner self-beliefs. ELT Journal 62(2): 182 – 183.
     
    Mercer, S. (2008). A qualitative approach to the research of EFL self-concept. Research 22: 6 – 9.
     
    Mercer, S. (2008). EFL self-concept: Understanding the construct. ELT News 59: 23 – 28.
     
    Mercer, S., Chizuyo, K., Lopez Gonzalez, M. D., Santana, J. C. & Williams, M. (2008). Symposium on language learner psychology. In. Beaven, B. (Ed.) IATEFL 2007: Aberdeen Conference Selections. Canterbury: IATEFL. pp. 119 – 123.
     
    Mercer, S. & Schumm, J. (2008). Bridging the gap between secondary school and university. ELT News 59: 20 – 23.
     
    Mercer, S. (2009). Culture, communication and successful learning. Voices (208): 4 – 5.
     
    Mercer, S. (2009). Understanding the nature and role of self-concept in the EFL context. Views 18 (3): 198 – 201.
     
    Mercer, S. & Ryan, S. (2009). Beliefs about talent: Help or hindrance? ELT News 60: 14 – 16.
     
    Mercer, S. (2010). Mindsets in EFL: Beliefs about a talent for languages. In: Beaven, B. (Ed.) IATEFL 2009 Cardiff Conference Selections. Kent: IATEFL. pp. 84 – 85.
     
    Mercer, S. & Ryan, S. (2010). A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal 64(4): 436 – 444.
     
    Mercer, S. & Schumm, J. (2010). ELT Connect: Connecting ELT Practitioners. ELT News 62: 12 – 13.
     
    Mercer, S. (2011). The beliefs of two expert EFL learners. Language Learning Journal 39(1): 57 – 74.
     
    Mercer, S. (2011). Getting two for one value on TT courses. The Teacher Trainer 25(1): 20 – 23.
     
    Mercer, S. (2011). Exploring language learner minds. ELT News 64: 6 – 8.
     
    Griffiths, C., Cohen, A. D., Mercer, S. & Tsai, B. (2011). Symposium on the good language learner. In: Pattison, T. (Ed.) IATEFL 2010 Harrogate Conference Selections. Kent: IATEFL. pp. 36 – 39.
     
    Mercer, S. (2011). Self-concept in the EFL context. In: McColl Millar, R. & Durham, M. (Eds.) Applied Linguistics, Global and Local. BAAL Conference Proceedings. London: Scitsiugnil Press. pp. 211 – 214.
     
    Mercer, S. & Schwarz, E. (2011). Helping each other to research: A collaborative guided research group. Research 25: 17 – 19.
     
    Mercer, S. (2011). The self as a complex dynamic system. Studies in Second Language Learning and Teaching 1(1): 57 – 82.
     
    Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System 39(3): 335 – 346.
     
    Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System 39(4): 427 – 436.
     
    Mercer, S. (2012). Dispelling the myth of the natural-born linguist. ELT Journal 66(1): 22 – 29.
     
    Mercer, S. (2011). Frames of reference used by language learners in forming their self-concepts. Forumsprache 6: 6 – 22.
     
    Schumm, J. & Mercer, S. (2011). Classroom-oriented research conference in Poland. ELT News 65: 32 – 33.
     
    Ryan, S. & Mercer, S. (2012). Understanding language learning mindsets: English learners in Austria and Japan. OnCue Journal 6(1): 6 – 22
    Schumm, J. & Mercer, S. (2012). Classroom-oriented research conference in Poland. ELT Research 26: 21 – 22.
     
    Mercer, S. (2012). The challenges of researching the self as a complex dynamic system. ELT Research 27: 18 – 21.
     
    Mercer, S. (2012). The complexity of learner agency. Apples – Journal of Applied Language Studies 6(2): 41 – 59.
     
    Pötscher, G. & Mercer, S. (2012). Teachers’ tales. ELT News 67: 5 – 6.
     
    Mercer, S. (2013). Research SIG bibliographies for early-stage researchers. ELT Research 28: 34.
     
    Mercer, S., Taylor, F., Roosken, B., Ryan, S., Gonzalez, A. S. & Yim, S. Y. (2013). Symposium on the psychology of language learning. In: Pattison, T. (Ed.) IATEFL 2012 Glasgow Conference Selections. Canterbury: IATEFL. pp. 41 – 44.
     
    Mercer, S. (2013). A complexity-informed pedagogy. RBLA (Revista Brasileira de Linguistica Aplicada) 13 (2): 375 – 398.
     
    Mercer, S. (2013). Working with learner histories from three perspectives: Teachers, learners and researchers. Studies in Second Language Learning and Teaching 3(2): 161-185.
     
    Ryan, S. & Mercer, S. (2013) Editorial: The role of imagination in foreign language learning and teaching. SSLLT 3(3): 337-341.
     
    Mercer, S. & Pawlak, M. (2014). IATEFL Research SIG at TESOL, 2013. ELT Research 29: 25-26
     
    Mercer, S. (2014). Report on the Iris Conference 2013. ELT Research 29: 29
     
    Mercer, S. & Pawlak, M. (2014). IATEFL Research SIG at TESOL, 2013. ELT Research
    MacIntyre, P. & Mercer, S. (2014). Introducing Positive Psychology to SLA. SSLLT, 4(2), 153-172.
     
    Mercer, S. (2015). Learner agency and engagement: Believing you can, wanting to and knowing how to. Humanising Language Teaching, 17(4), 1-19.
     
    Saleem, M., Tezak, K., Mercer, S. & Xerri, D. (2016). Creativity in ELT research. ELT Research, 31, 22-24.
     
    Mercer, S. (2016). Review: International perspectives on motivation: Language learning and professional challenges. ELT Journal,70(2), 227-230.
     
    Murphey, T. & Mercer, S. (2016). Talking with Sarah Mercer about self, identity, strategies and complexity theories: An interview.PeerSpectives, 16, 7 – 10.
     
    Mercer, S. & Ryan, S. (2016). Stretching the boundaries: Language learning psychology. Palgrave communications, 2, 1-5. (http://www.palgrave-journals.com/articles/palcomms201631)
     
    Kostoulas, A. & Mercer, S. (2016). Fifteen years of research on self and identity in System. System, 1-7.
     
    Gkonou, C., Daubney, M. & Mercer, S. (2016). Teacher perspectives on language learning psychology. Language Learning Journal, 1-13.
     
    Mercer, S. (2016). O Self na perspectiva da complexidade. Traduzido por Kelly Gaignoux. ReVEL, v. 14, n. 27 [www.revel.inf.br]. Translation of Mercer (2014). 
     
    Mercer, S. (2017). Report on the Four Corners Tour and JALT Conference. Humanising Language Teaching, 19 (1).
     
    Mercer, S.Glatz, M., Glettler, C., Lämmerer, A., Mairitsch, A., Puntschuh, S., Seidl, E., Tezak, K. & Turker, S. (2017). Moving between worlds: Teaching-based PhD identities from an ecological perspective. Journal of Adult Learning, Knowledge and Innovation.DOI: 10.1556/2059.01.2016.002 
     
    Begic, I., & Mercer, S. (2017). Looking back, looking forward, living in the moment: Understanding the individual temporal perspectives of secondary school EFL learners. Innovation in Language Learning and Teaching11(3), 267-281. 
     
    Feryok, A., & Mercer, S. (2017). Introduction to Special Issue on Time in SLA. Innovation in Language Learning and Teaching, 11(3), 203-206. 
     
    Mercer, S. (2017). Positive psychology in SLA: An agenda for teacher and learner wellbeing. Australian Review of Applied Linguistics,40(2), 100-122.
     
    Xerri, D., & Mercer, S. (2017). How to reflect on research talks at a conference. EALTHY, 5, 11-12.
     
    Mercer, S. (2018). Connecting minds: Language learner and teacher psychologies. In Pattison, T. (Ed.), IATEFL Conference Selections(pp. 10-19). Faversham: IATEFL.
     
    Mercer, S. (2018). Getting interested in the psychology of language learning. ELT Research, 33, 7-9.
     
    Kostoulas, A., Stelma, J., Mercer, S., Cameron, L. & Dawson, S. (2018). Complex systems theory as a shared discourse space for TESOL. TESOL Quarterly, 9(2), 246-260.  
     
    Mercer, S. (in press). Psychology for language learning: Spare a thought for the teacher. Language Teaching. [Available advanced access].
     
    Irie, K., Ryan, S., & Mercer, S. (2018). Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences. SSLLT, 8(3), 575-598.
     
    Mercer, S., Gregersen, T., MacIntyre, P., & Talbot, K. (in press). Positive Language Education: Combining positive education and language education. TAPLSA.
     
    On?evska Ager, E., & Mercer, S. (in press). Positivity for teacher wellbeing: A training course to help language teachers flourish. The Teacher Trainer Journal.
     
    Talbot, K., & Mercer, S. (in press). Exploring University ESL/EFL Teachers’ Emotional Well-being and Emotional Regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics. [Special Issue on Teacher Emotions]
     
    MacIntyre, P., Gregersen, T., & Mercer, S. (Under review). Setting an agenda for Positive Psychology in SLA: Theory, practice and research.
     
    Book chapters:
    Mercer, S. (2007). Critical experiences in language learner development. In: Reitbauer, M. et al. (Eds.). Contexts of English in Use: Past and Present. Wien: Braumüller. pp. 147 – 157.
     
    Mercer, S. (2009). The dynamic nature of a tertiary learner’s foreign language self-concepts. In: Pawlak, M. (Ed.) New Perspectives on Individual Differences in Language Learning and Teaching. Pozna? – Kalisz: Adam Mickiewicz University Press. pp. 205 – 220.
     
    Mercer, S. & Ryan, S. (2009) Talented for languages? Describing the mindsets of advanced language learners. In: Schwarz, E. & Mercer, S. (Eds.) Das Spiel der Sprachen: Impulse zu einer translationsbezogenen Sprachdidaktik. Working with Language: Insights into Language Teaching for Translators. Graz: ITAT. pp. 11 – 31.
     
    Mercer, S. & Schumm, J. (2009). Learner-generated criteria for evaluating writing. In: Vaupetitsch, R., et al. (Eds.) The Materials Generator: Developing Innovative Materials for Advanced Language Production. Frankfurt: Peter Lang. pp. 31 – 36.
     
    Mercer, S. & Schumm, J. (2009). The ART of writing: Appropriacy and Register in Text. In: Vaupetitsch, R., et al. (Eds.) The Materials Generator: Developing Innovative Materials for Advanced Language Production. Frankfurt: Peter Lang. pp. 37 – 44.
     
    Mercer, S. & Schumm, J. (2009). Developing an awareness of the communicative nature of writing. In: Vaupetitsch, R., et al. (Eds.)The Materials Generator: Developing Innovative Materials for Advanced Language Production. Frankfurt: Peter Lang. pp. 45 – 50.
     
    Mercer, S. & Schumm, J. (2009). Transferring content across genres. In: Vaupetitsch, R., et al. (Eds.) The Materials Generator: Developing Innovative Materials for Advanced Language Production. Frankfurt: Peter Lang. pp. 141 – 151.
     
    Mercer, S. & Ryan, S. (2011). Advanced learners’ perceptions of effective strategies: Are they ‘fit for purpose’? In: Schwarz, E. (Ed.)Impulse zu einer Sprachdidaktik im tertiären Bildungsbereich und zur Translationsdidaktik. Ideas for Language Teaching at the Tertiary Level and for Translator Training. Graz: ITAT. pp. 9 – 32.
     
    Ryan, S. & Mercer, S. (2011). Natural talent, natural acquisition and abroad: Learner attributions of agency in language learning. In: Murray, G., Lamb, T. & Gao. X. (Eds.) Identity, Motivation & Autonomy: Exploring their Links. Bristol: Multilingual Matters. pp. 160 – 176.
     
    Mercer, S. (2012). The dynamic nature of a tertiary learner’s foreign language self-concepts. In: Pawlak, M. (Ed.) New Perspectives on Individual Differences in Language Learning and Teaching, Second Language Learning and Teaching. Berlin: Springer-Verlag. pp. 201 – 215. Chapter 14. Re-issue of Pawlak (2009).
     
    Mercer, S. (2012). Self-concept: Situating the self. In: Mercer, S., Ryan, S. & Williams, M. (Eds.) Psychology for Language Learning: Insights from Research, Theory & Practice. Basingstoke: Palgrave MacMillan. pp. 10 – 25.
     
    Ryan, S. & Mercer, S. (2012). Implicit theories: Language learning mindsets. In: Mercer, S., Ryan, S. & Williams, M. (Eds.).Psychology for Language Learning: Insights from Research, Theory & Practice. Basingstoke: Palgrave MacMillan. pp. 74-89.
     
    Mercer, S., Ryan, S. & Williams, M. (2012). Introduction. In: Mercer, S., Ryan, S. & Williams, M. (Eds.). Psychology for Language Learning: Insights from Research, Theory & Practice. Basingstoke: Palgrave MacMillan. pp. 1-9.
     
    Mercer, S., Ryan, S. & Williams, M. (2012). Conclusion. In: Mercer, S., Ryan, S. & Williams, M. (Eds.). Psychology for Language Learning: Insights from Research, Theory & Practice. Basingstoke: Palgrave MacMillan. pp. 239-247.
     
    Malcolm, D., Mercer, S. & Huang, P. J. (2013). Second opinions: Managing learner autonomy in an Arab medical school. In: Barfield, A. & Alvarado, N. D. (Eds.) Autonomy in Language Learning: Stories of Practice. Canterbury: IATEFL. pp. 64-73.
     
    Mercer, S. & Ryan, S. (2013). Praising to learn: Learning to praise. In: Reitbauer, M., Campbell, N., Mercer, S., Schumm, J. & Vaupetitsch, R. (Eds.) Feedback Matters: Current Feedback Practices in the EFL Classroom. Frankfurt: Peter Lang. pp. 21-36.
     
    Mercer, S. (2013). EFL learners’ sense of self understood as a network of relationships. In: Schwarz, E. & Stachl-Peier, U. (Eds.) Das Spiel der Sprachen 3. Impulse zu einer Sprachdidaktik im tertiären Bildungsbereich und zur Translationsdidaktik. Working with Language 3. Ideas for Language Teaching at Tertiary Level and for Translator Training. Graz: ITAT. Pp. 39-61.
     
    Ryan, S., & Mercer, S. (2013). Mindsets and strategic learning behaviour. In Eigo Gakuronsetsu Shiryou Shuuroku Ronbun Ichiran Vol 45 (Anthology of Papers on English Studies) (pp. 400-404). Tokyo: Ronsetsushiryohozonkai. 
     
    Mercer, S. (2014) A complexity perspective on the self. In: Mercer, S. & Williams, M. (Eds.) Multiple Perspectives on the Self in SLA(pp. 160-176). Bristol: Multilingual Matters.
     
    Williams, M. & Mercer, S. (2014). Introduction. In: Mercer, S. & Williams, M. (Eds.) Multiple Perspectives on the Self in SLA (pp.1-5). Bristol: Multilingual Matters.
     
    Mercer, S. & Williams, M. (2014). Conclusion. In: Mercer, S. & Williams, M. (Eds.) Multiple Perspectives on the Self in SLA (pp.177-185). Bristol: Multilingual Matters.
     
    Mercer, S. (2014). Re-imagining the self as a network of relationships. In: Csizér, K. & Magid, M. (Eds.) The Impact of Self-concept on Second Language Learning (pp. 51-72). Bristol: Multilingual Matters.
     
    Mercer, S. (2014). The dynamics of the self in SLA: A multilevel approach. In: Dörnyei, Z., MacIntyre, P. & Henry, A. (Eds.)Motivational Dynamics in Language Learning (pp.139-163). Bristol: Multilingual Matters.
     
    Mercer, S. (2014). Social network analysis and complex dynamic systems. In: Dörnyei, Z., MacIntyre, P. & Henry, A. (Eds.)Motivational Dynamics in Language Learning (pp. 73-82). Bristol: Multilingual Matters.
     
    Mercer,S. (2015). Does foreign language teaching need complexity theory? In: Czejkowska, A., Hohensinner, J., & Wieser, C. (Eds.),Forschende Vermittlung: Gegenstände, Methoden und Ziele fachdidaktischer Unterrichtsforschung. (pp. 109-123). Wien: Löcker.
     
    Mercer, S. (2015). The contexts within me: The learner’s sense of self as a complex dynamic system. In. King, J. (Ed.). The Dynamic Interplay between Context and the Language Learner (pp. 11-28). Basingstoke: Palgrave. 
     
    Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. In MacIntyre, P., Gregersen, T., & Mercer, S. (Eds.) (2016) Positive Psychology in SLA (pp. 91-111). Bristol: Multilingual Matters.
     
    Gregersen, T., MacIntyre, P., & Mercer, S. (2016). Introduction. In MacIntyre, P., Gregersen, T., & Mercer, S. (Eds.) (2016) Positive Psychology in SLA (pp. 1-9). Bristol: Multilingual Matters.
     
    MacIntyre, P., Gregersen, T., & Mercer, S. (2016). Conclusion. In MacIntyre, P., Gregersen, T., & Mercer, S. (Eds.) (2016) Positive Psychology in SLA (pp. 374-379). Bristol: Multilingual Matters.
     
    Tatzl, D., Gkonou, C. & Mercer, S. (2016). Introduction: New directions in language learning psychology. In Gkonou, C., Tatzl, D. & Mercer, S. (Eds.) New Directions in Language Learning Psychology (pp. 1-6). Cham: Springer.
     
    Gkonou, C., Tatzl, D. & Mercer, S. (2016). Conclusion. In Gkonou, C., Tatzl, D. & Mercer, S. (Eds.) New Directions in Language Learning Psychology (pp. 249-255). Cham: Springer.
     
    Mercer, S. (2016). Complexity, language learning and the language classroom. In: Hall, G. (Ed.). The Routledge Handbook of English Language Teaching (pp. 473-485). Abingdon: Routledge.
     
    Mercer, S., Oberdorfer, P. & Saleem, M. (2016). Helping language teachers to thrive: Using positive psychology to promote teachers’ professional well-being. In D. Gabry?-Barker & D. Ga?ajda (eds.), Positive Psychology Perspectives on Foreign Language Learning and Teaching, Second Language Learning and Teaching (pp. 213-229). Switzerland: Springer.
     
    Mercer, S. (2017). Boundary disputes in self research. In Barkhuizen, G. (Ed.). Reflections on Language Teacher Identity Research (pp. 93-99)Abingdon. Routledge.
     
    Mercer, S. (2017). Exploring psychology in language learning and teaching. In T. Pattison(Ed.), IATEFL 2016 Birmingham Conference Selections (pp. 20-21). Faversham: IATEFL.
     
    Mercer, S. (2017). Shifting relations: EFL pre-service teachers’ sense of self as a network of relationships. In Gregersen, T. & MacIntyre, P. (Eds.), Innovative Practices in Language Teacher Education (p. 55-77)Cham: Springer.
     
    Mercer, S. & Gkonou, C. (2017). Teaching with heart and soul. In Gregersen, T. & MacIntyre, P. (Eds.), Innovative Practices in Language Teacher Education (p. 103-124)Cham: Springer.
     
    Gkonou, C. & Mercer, S. (2018). The beliefs and practices of highly socio-emotionally competent language teachers. In Mercer, S. & Kostoulas, A. (Eds.) Language Teacher Psychology (pp. 158-177). Bristol: Multilingual Matters.
     
    Dewaele, J.-M. & Mercer, S. (2018). The duet of teacher and student emotions in foreign language classes. In Mercer, S. & Kostoulas, A. (Eds.) Language Teacher Psychology (pp. 178-195). Bristol: Multilingual Matters.
     
    Mercer, S., & Kostoulas, A. (2018). Introduction. In Mercer, S. & Kostoulas, A. (Eds.) Language Teacher Psychology (pp. 1-17). Bristol: Multilingual Matters.
     
    Kostoulas, A. & Mercer, S. (2018). Conclusion. In Mercer, S. & Kostoulas, A. (Eds.) Language Teacher Psychology (pp. 330-336). Bristol: Multilingual Matters.
     
    Dewaele, J.-M., Mercer, S., & Gkonou, C. (2018). Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender, affect their classroom  practice? In J. de Dios Martínez Agudo (Ed.), Emotions in Second Language Teaching. Theory, Research and Teacher Education (pp. 125-141). Berlin: Springer.
     
    Mercer, S., & Xerri, D. (2018). Doing research to find answers to your questions. In R. Bicknell, L. Nikannen, & C. Hart (Eds.), Malta Conference Selections (pp. 7-11). Canterbury: IATEFL.
     
    Mercer, S. (2018). Human connection: socio-emotional competences in business English teaching. In R. Bicknell, L. Nikannen, & C. Hart (Eds.), Malta Conference Selections (pp. 15-19). Canterbury: IATEFL
     
    Mercer, S. (in press). I can, there I will: Self and engagement in English language learning. In Gao, X., Davison, C., & Leung, C. (Eds.), International Handbook of English Language Teaching. Cham: Springer.
     
    Mercer, S., & Gkonou, C. (in preparation). Relationships and the good language teacher. In C. Griffiths (Ed.). The good language teacher. Cambridge: Cambridge University Press.
     
    Hofstadler, N., Talbot, K., Mercer, S., & Lämmerer, A. (forthcoming). The thrills and ills of CLIL. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), Language Teaching: An Emotional Roller Coaster. Bristol: Multilingual Matters.
     
    Mercer, S. (in preparation). Language teacher psychology research in LTE. In G. Barkhuizen (Ed.) Qualitative Research Topics in Language Education. London: Routledge.
     
     
    Presentations & invited talks: 
    Mercer, S. (2004). “Affective Factors in the Language Learning Classroom”.
    Presented at a symposium at Lancaster University entitled ‘Analysis and Categories in Applied Linguistics Research’. July.
     
    Mercer, S. (2005). “Investigating learners’ emotional experience of the language classroom.”
    Presented at Ninth biennial University of Seville conference on applied linguistics (ELIA). Conference entitled ‘Motivations, Attitudes & Anxieties in L2 Acquisition, Teaching, and Use’ held at the University of Seville from 14th- 16th March.
     
    Mercer, S. (2006). “Understanding Language Learner Self-Concept”
    Presented at the 40th International IATEFL Conference in Harrogate, UK from 8th-12th April.
     
    Mercer, S. (2006). “Understanding English Language Learner Self-Concept”
    Presented at the 4th International Biennial SELF Research Conference at the University of Michigan, Ann Arbor. 23rd - 27th July.
     
    Mercer, S. (2007).  “Me as a Language Learner – Self-Concept & its Development
    Presented at the 41st International IATEFL Conference in Aberdeen, UK from 18th- 22nd April.
     
    Mercer, S. (2007). Convenor & organiser of the symposium “Language Learner Psychology” at the IATEFL conference, Aberdeen.
     
    Mercer, S. (2007). “EFL Self-Concept: Who am I as an English Language Learner?”
    Presented at the ‘New Developments in EFL across Levels’ Conference at the University of Klagenfurt, 17th – 19th September.
     
    Mercer, S. (2008).  “A qualitative, grounded theory approach to the study of the self-concept of tertiary-level language learners”.Presented as part of the series of presentations at the Institut für Translationswissenschaft, University of Graz ‘Aus der Forschungswerkstatt’. On 6th November.
     
    Mercer, S. (2009). “Understanding the nature and role of self-concept in EFL learning.”
    Presented at the conference ‘Bridging the gap between theory and practice’ at the University of Vienna. 26th – 28th February.
     
    Mercer, S. (2009). “Mindsets in EFL: A belief about a ‘talent’ for languages”.
    Presented at IATEFL 2009 conference, Cardiff. 31st March – 4th April.
     
    Mercer, S. (2009). “Self-concepts and mindsets: Individual foundations of language learning success”. Presented by invitation at LMU Munich. 8th June.
     
    Mercer, S. (2009). “Self-Concept in the EFL Context”
    Presented at BAAL at the University of Newcastle, 5th September.
     
    Mercer, S. (2009). “Research on Second Language Learning - An interdisciplinary Approach”.
    Presented at Südtirol Kolloquium by invitation of LMU Munich. 31st October.
     
    Mercer, S. (2009).“Fremdsprachenlehrende im tertiären Bildungsbereich: am Schnittpunkt von Forschung und Praxis”. Presented together with Dr. Eveline Schwarz at 3rd ÖGSD conference entitled ‘Mehrsprachigkeit: Herausforderung für Wissenschaft und Unterricht: Forschung, Entwicklung und Praxis im Dialog’ held at the University of Salzburg, 7th November.
     
    Mercer, S. (2009). “The communicative nature of writing”.
    Presented together with Mag. Jennifer Schumm at ELT Connect, Graz. 12th December.
     
    Mercer, S. (2010).  “Learner Beliefs”.
    Presented as part of ‘The Good Language Learner Symposium’. IATEFL 2010 conference, Harrogate. 7th– 11th April.
     
    Mercer, S. (2011).  “Agency as a complex dynamic system”.
    Presented at ‘New Dynamics in Language Learning Conference’, University of Jyväskylä, Finland. 6th – 9th June.
     
    Mercer, S. (2011). “Complexity-Oriented Research on the Self: Achievements and Challenges”
    Presented at ‘Classroom-oriented research: Achievements and challenges’, Adam Mickiewicz University, Kalisz, Poland. 14th – 16thOctober.
     
    Mercer, S. (2011). “Exploring the Doctoral Process Workshop”.
    Fachdidaktikzentrum der Geisteswissenschaft, 24th November.
     
    Mercer, S. (2011). “Feedback and Praise: Mindsets”.
    Presented at ‘ELT Connect’, English Department, Graz University. 3rd December.
     
    Mercer, S. (2012). Convenor of a symposium at the 2012 IATEFL international conference entitled “The Psychology of Language Learning”. My own talk as part of the symposium outlined the topic area and illustrated issues in the field by examining self-concept.
     
    Mercer, S. (2012). “How to combine teaching and researching: Focus on the learner”. Co-presenter at a PCE (pre-conference event) at IATEFL 2012 together with Ema Ushioda and Richard Smith (both University of Warwick). My sections of the workshop focused on the use of narratives and autobiographies as research tools.
     
    Mercer, S. (2012). “Learner agency: The power of beliefs and emotions
    Presented at ‘The answer is learner autonomy’ conference, University of Graz and IATEFL LASIG. 1st – 2nd June.
     
    Mercer, S. (2013).  “Using multimedia data to explore the complexity of EFL learners’ self systems”. AAAL, Dallas, USA. 19thMarch.
     
    Mercer, S. (2013) together with Prof. David Nunan. “Long and winding roads: Language learning histories in teaching and research”at TESOL, Dallas, USA. 21st March.
     
    Mercer, S. (2013) together with Prof. David Nunan. “Language learning histories in teaching, learning and research”at IATEFL, Liverpool, UK. 11th April.
     
    Mercer, S. (2013). “Researching complexity and dynamics in language learning and teaching” at international doctoral colloquium at Wolfgangsee, Austria. 9th May.
     
    Mercer, S. (2013). “A network-based view of the self: Help or hindrance?” as invited symposium speaker at the ‘IRIS Eliciting Data in Second Language Research’ Conference at the University of York, 2nd -3rd September.
     
    Mercer, S. (2013). “Complexity and Language teaching”. Invited talk at the University of Klagenfurt, 21st November.
     
    Mercer, S. (2013). “Understanding mindsets in foreign language teaching”. Invited talk for LSR Steiermark for Fachkoordinatorentag Italienisch on Wednesday 4th December.
     
    Mercer, S. (2103). “Giving voice to learners’ sense of self through multimedia narratives”. Workshop at ELT Connect 2103. 7thDecember, 2013.
     
    Mercer, S. (2014). “Does ELT need complexity theory?” Invited talk at LMU (Berufungsvortrag), Germany. 13th January.
     
    Mercer, S. (2014). Convenor of a symposium at the PLL 2014 international conference. “The self in SLA: Multiple perspectives”. PLL 2014. 29th – 31st May, 2014.
     
    Mercer, S. (2014). “The relational self: Switching perspectives” presentation within the symposium “The self in SLA: Multiple perspectives”. PLL 2014. 29th – 31st May, 2014.
     
    Mercer, S. (2014). Invited plenary speaker at annual BAAL Language Learning and Teaching SIG conference. “Recognising Complexity in Language Learning and Teaching” to be held at the University of Leeds, 3rd & 4th July, 2014.
     
    Mercer, S. (2015). Invited discussant symposium on “Innovations in Language Teacher Education” at AAAL, Toronto. 20th March, 2015.
     
    Mercer, S. (2015). “Shifting Relations: EFL Pre-service Teachers’ Sense of Self as a Network of Relationships” in a symposium entitled “Advancing the Teacher Identity Research Agenda: Theoretical and Methodological Innovations” at AAAL, Toronto. 21stMarch, 2015.
     
    Mercer, S. (2015). Invited talk entitled “How to reflect on research talks at the conference” at IATEFL Manchester. 11th April, 2015.
     
    Mercer, S. (2015). Invited plenary speaker at the Manchester Roundtable on Complexity Theory and ELT. “Complexity theories and language teaching practice – a compatible pairing?” 15th April, 2015.
     
    Mercer, S. (2015). Invited plenary speaker at ICFSLA in Poland. “To relate, to communicate, to
    appreciate: Empathy in language education”. 22nd May, 2015.
     
    Mercer, S. (2015). Invited plenary speaker at The Self in Language Learning Conference in Turkey. 17th-19th September, 2015. “My story of the self in SLA: A journey through the jungle of self terms and the empirical entanglements”. 
     
    Mercer, S. (2015). Invited webinar speaker. Cambridge University Press for the Cambridge English Teacher Professional Development series. 23 September. “What about me? Language teacher psychology and professional well-being.”
     
    Mercer, S. (2015). “The complexity of learner agency and strategy use”. Situating strategy use: The interplay of language learning strategies and learner characteristics. 16-17 October, University of Klagenfurt.
     
    Mercer, S. (2015). Invited plenary speaker at ELT Connect 2015 Conference. “Emotional and interpersonal literacy: Critical competences for the language classroom.” 15th December, 2015.
     
    Mercer, S. (2016). Invited guest speaker for in-house staff training at Oxford University Press, Oxford. “At the heart of language teaching: Lessons from psychology”. 7th January, 2016.
     
    Mercer, S. (2016). Invited plenary speaker at International House annual conference in London. “Teacher and learner psychology: Two sides of the same coin”. 8th January, 2016.
     
    Mercer, S. (2016). Invited talk at IATEFL. “How to reflect on research talks at the conference.”. IATEFL Birmingham, 11-16 April, 2016.
     
    Mercer, S. (2016). “Exploring psychology for language learning and teaching”. IATEFL Birmingham, 11-16 April, 2016.
     
    Mercer, S. (2016). Invited plenary speaker Eaquals annual conference in Lisbon. ““Teacher and learner psychology: Two sides of the same coin”. 20-23 April, 2016.
     
    Mercer, S. (2016). Invited plenary speaker Croatian Association of Applied Linguistics. “The complexity of language learning and teaching: Taking a relational turn”. 12-14 May, 2016.
     
    Mercer, S. (2016). Invited plenary speaker 8th UAS Language Instructors’ Conference in Graz. “Let’s look at the evidence”. 20-12 May 2016.
     
    Mercer, S. (2016). “A relational view of the language classroom”. 15th ICLASP conference, Bangkok. 22-25 June, 2016.
     
    Mercer, S. (2016). Invited plenary speaker ‘Language educators’ research day’, Open University, Milton Keynes. “Democratizing research in language education”. 13 July, 2016.
     
    Mercer, S. (2016). Invited plenary speaker. PLL2 in Jyväskylä, Finland. “Psychology for language learning: Spare a thought for the teacher”. 22-24 August, 2016.
     
    Gkonou, C. & Mercer, S. (2016). “Developing a climate of love through social and emotional intelligence”. PLL2 in Jyväskylä, Finland.  22-24 August, 2016
     
    Mercer, S. (2016). Invited plenary speaker at the ‘Focus on the Learner: Contributions of Individual Differences to Second Language Learning and Teaching’, University of Konin, Poland. “Focus on the learner: A relational perspective”. 17-19 October, 2016.
     
    Mercer, S. (2016). A series of invited talks and workshops as part of the JALT Four Corners Tour and at the Annual JALT International Conference held in Nagoya, 25-28 November. Titles include: A relational pedagogy; We need more TTT: Time talking about teachers; Socio-emotional competence for teacher and learner wellbeing; Transforming teacher professional wellbeing.
     
    Mercer, S. (2017). Invited plenary speaker at ETAS. “Why we should be looking at relationships in the classroom”. Zürich, Saturday 21st January, 2017.
     
    Mercer, S. (2017) Invited workshop sponsored by OUP at ETAS. “Taking a teacher-centred approach to language education”. Zürich, Saturday 21st January, 2017.
     
    Mercer, S. (2017). Invited plenary speaker at IH Barcelona. “Knowing me, knowing you: Socio-emotional competences in the language classroom”. Barcelona, 3rd-4th  February, 2017.
     
    Mercer, S. (2017). Invited plenary speaker at OUP Asia online conference. “Mindsets – A spring into action for learners and teachers”. Online, 23rd-26th March, 2017.
     
    Mercer, S. (2017). Invited plenary speaker at IATEFL annual international conference. “Connecting minds: Language learner and teacher psychologies”. Glasgow, 3rd-7th April, 2017.
     
    Mercer,S. (2017). Invited workshop for language teachers. “Professional well-being for language teachers”. Montan Universität Leoben. 12th May, 2017.
     
    Mercer, S. (2017). Invited plenary speaker at IATEFL Learner Autonomy SIG regional conference. “Autonomy-supportive relationships between teacher and pupils”. 3rd June 2017.
     
    Mercer, S. (2017). Invited guest lecture. “Psychology for language learning – But is that Fachdidaktik?”. School of Education, University of Salzburg. 8th June, 2017.
     
    Mercer, S. (2017). Invited plenary speaker British Council Paris. “Psychology of language learning and Teacher well-being”. 15thSeptember, 2017.
     
    Mercer, S. (2017). Invited speaker British Council Paris. “Teacher wellbeing: A practical workshop”. 15th September, 2017.
     
    Mercer, S. (2017). Invited webinar for OUP. “The key to effective language teaching: Teacher wellbeing”. 4th October, 2017.
     
    Mercer, S. (2017). Invited talk University of Malta, MA TESOL. “Language learning psychology: Theory, research, and practice”. 12th October, 2017.
     
    Mercer, S. (2017). Invited plenary talk. 6th ELT Council Conference. “Language and life: A dual focus for 21st century education”. 14th October, 2017.
     
    Mercer, S. (2017). Invited workshop ITAT, Graz. “Putting language teachers first: Teacher wellbeing”. 20th October, 2017.
     
    Mercer, S., & Xerri, D. (2017). How to Find Answers to Your Questions. IATEFL BESIG/RESIG Pre-conference workshop. Friday 10th November, 2017.
     
    Mercer, S. (2017). Invited keynote speaker at BESIG/RESIG Annual Conference, Malta. “Human connection: Socio-emotional competences in business English teaching”. 11th November, 2017.
     
    Mercer, S. (2017). “Understanding Emotional and Social Intelligence among English language teachers” as part of a symposium on Teacher Psychology at Language Education across Borders Conference. December, 2018.
     
    Mercer, S. (2018). Invited speaker. TESOL virtual seminar. “Teaching from Within: Personal Development for Teaching Success”. 10thJanuary, 2018.
     
    Mercer, S. (2018). Invited plenary speaker. Applied Language Learning and Teaching conference, Dubai. 9th March 2018. “Engaging globalized language learners in the here and now of their classrooms”.
     
    Mercer, S. (2018). Invited workshop leader. Applied Language Learning and Teaching conference, Dubai. 10th March 2018. “Prioritizing professional wellbeing because ‘It’s not just how I teach, it is who I am’”. 
     
    Mercer, S. (2018). Invited workshop leader. Applied Language Learning and Teaching conference, Dubai. 10th March 2018. “A relational perspective on language education for a globalized world”.
     
    Mercer, S. (2018). Invited speaker. International House staff training webinars. “Professional Wellbeing for Effective Teaching”. 
     
    Mercer, S. (2018). “Surviving or thriving: The psychological capital and contextual affordances of first-year EFL teachers”. AAAL, Chicago. 24th March, 2018.
     
    Mercer, S. (2018). Invited plenary speaker. EAQUALS conference. “Putting language teachers first: Focus on teacher wellbeing”. Prague, 27th April, 2018.
     
    Mercer, S. (2018). Invited workshop. EAQUALS conference. “Personal and professional wellbeing: Two sides of the same coin”. Prague, 27th April, 2018.
     
    Mercer, S. (2018). Invited plenary speaker. ICFSLA Annual Conference. “How to protect and nurture the best language teaching resource: The teacher”. Szczyrk, Poland. 18th May, 2018.
     
    Mercer, S. (2018). “The subjective wellbeing of CLIL teachers in Austria”. PLL3, Tokyo, 8th June, 2018.
     
    Mercer, S. (2018). “The wellbeing of first-year EFL teachers: Learning to flourish”. PLL3, Tokyo, 9th June, 2018.
     
    Mercer, S. (2018). “Engaging language learners in an age of distraction”. Klett Verlag. Berlin and Düsseldorf. Teacher Training Workshops. 29th and 30th June, 2018.
     
    Mercer, S. (2018). “Asking questions”. 1st International Doctoral Summer School, University of Malta in cooperation with the University of Graz. 17th-20th July´, 2018.
    Mercer, S. (2018). Invited plenary speaker. “The secret to the success of any language school: Staff wellbeing”. AISLI DoS Days, 2018. Italy. 6th-8th September, 2018.
    Mercer, S. (2018). Invited workshop. “Pathways to personal and professional wellbeing”. AISLI DoS Days, 2018. Italy. 6th-8thSeptember, 2018.
     
     
     
    Teaching experience:
    May 2015 – present                       Institut für Anglistik
                                            (Dept. of English Studies)
                                            University of Graz
                                            Austria
                                            Professor of ELT Methodology
           
    September 1998 – May 2015                 Institut für Anglistik
                                            (Dept. of English Studies)
                                            University of Graz
                                            Austria
                                            Lecturer
     
    October 2003  – June 2009            Institut für Translationswissenschaft
    (Dept. of Translation Studies)
                                            University of Graz
                                            Austria
                                            Lecturer
     
    October 2000 – June 2002              Volkshochschule
                                            (Adult Evening Education Centre)
                                            Language Trainer
     
    March 1997 – March 1998             Schulungszentrum Fohnsdorf
                                            (Adult Education Centre)
                                            Language Teacher
     
    September 1996 – June 1998          BG and BRG Judenburg
                                            Austria
                                            Assistant Teacher
     
    September 1996 – June 1998          HBLA Fohnsdorf
                                            Austria
                                            Assistant Teacher
     
    Summer 1996                          ULT Language School
                                            Guildford, United Kingdom
                                            Language Teacher
     
    September 1994 – June 1995          Realschule Strünkede
                                            Herne
                                            Germany
                                            Assistant Teacher
     
     
    Key courses taught between 2003 - 2018:
    Language courses: Varieties of Spoken English, Pronunciation, Oral Work I & II, Comprehension and Composition, Varieties of Written English, Creative Writing Practice, Language Production Skills, Advanced Language Production Skills, Intensive Language Practice, English for Academic Purposes.
     
    Teaching methodology & applied linguistics courses: Introduction to Language Teaching Methodology (at the English Department since WS12/13 and in the academic year 04/05 in the Department for Slavic Studies), English Didactics Master Research Seminar (Language Learner Psychology; Complexity and Diversity in Language Teaching, Exploring the Self in SLA), Professional Speaking Skills for Teachers.
     
    Other including research: English Language & Culture Lectures I & II, British Cultural Identities, British Cultural Studies I & II, ESAA (English Study Skills Course), Introduction to Research Methods in the Humanities, Research Methodology for Language Teaching Research, Research Methods for Doctoral Students, various interdisciplinary doctoral research seminars and colloquia.
     
     
    Additional information and areas of responsibility:

    • Between October 2013 – May 2015, I served as temporary acting head of the Department for ELT Methodology. Since May 2015, I have been awarded the professorship and chair for the department. I have been head of section since then.
    • Between May 2012 and June 2018, I served as Deputy Head of the Centre for Teaching and Learning at the Faculty of the Arts and Humanities at the University of Graz (Fachdidaktikzentrum der Gewi Fakultät Graz). The centre was dissolved in June 2018.
    • I acted as Academic Head of Foreign Language Didactics at the Centre for Teaching and Learning at the Faculty of the Arts and Humanities at the University of Graz (Fachdidaktikzentrum der Gewi Fakultät Graz) between 2013-2018.
    • Since October 2012, I have been Head of the Doctoral Programme for Applied Linguistics (Sprachendidaktik und Sprachlehr-/lernforschung) at the University of Graz.
    • I am a member of the curricular commission for doctoral studies in Fachdidaktik at the University of Graz and of the interfaculty curricular commission for teaching degrees for secondary schools (Curricula-Kommission).
    • I am a member of the board for the University’s Research Methodology Centre (Grazer Methodenkompetenzzentrum).
    • I am also a member of the scientific board of the Habilitation Forum for Teaching and Classroom Research (Habilitationsforums Fachdidaktik & Unterrichtsforschung).
    • I am a member of the directors’ board of the Research Network for Teaching and Learning at the University of Graz (Forschungsnetzwerk Fachdidaktik).
    • I have experience of supervising master’s and doctoral level students in the area of Fachdidaktik (applied linguistics). I have also been an official mentor for younger colleagues in the department since 2010. I have also welcomed scholarship winners to spend a semester working with me (e.g., doctoral student from Hong Kong via from Asia-Pacific Erasmus in March 2017).
    • I have been an external PhD examiner at the University of Nottingham, UK the University of Oxford, UK, the University of Vienna, and Macquarie University, Australia. I have examined 3 PhDs internally in Graz to date. 
    • Within the university, I have served on several habilitation commission boards as well as professorship appointment committees. I have also acted as an internal assessor for career progression evaluations.
    • I have been an external examiner for a Habilitation at the University of Salzburg and have also served on a different Habilitation panel there. I have also been an external evaluator on promotion boards at a number of universities including internationally at Goldsmiths, University of London, and Duquesne University, USA.
    • In the Department of Translation studies, I founded, co-organised and ran a guided research group for language teachers from 2008 - 2011. A publication of the group’s research has appeared in 2009, 2011, and 2013.
    • I am a member of the following professional organisations: AAAL, AAUTE, BAAL, IAPLL, IATEFL, ILASP, ÖGSD, TEA, TESOL & VERBAL.
    • I served for many years as a committee member for the IATEFL Research Special Interest Group and the AILA Research Network on Learner Autonomy. In autumn 2014, I was elected to co-coordinator of the Research SIG – a post I held until December 2017. I have been a board member of the ÖGSD since May 2016 and was a member of the executive committee for IALSP between June 2016 – June 2018. I am currently a member of the AILA Research Network on ‘Language teachers in the 21st century’ – A ReN about teacher training and digital technologies. I was a founding member of the IAPLL association and have officially served as its Vice President since June 2018.
    • I have served as a reviewer for the following selected journals: Arbeiten aus Anglistilk und Amerikanistik, Studies in Second Language Learning and Teaching, The Modern Language Journal, System, Language and Intercultural Communication, Language Learning Journal, Language in Focus, Language Teaching Research, Applied Linguistics, International Journal of Multilingualism, Theory & Practice of Second Language Acquisition, The Journal of Language, Identity and Education, Study Abroad Research in Second Language Acquisition, ELT Journal, Studies in Second Language Acquisition and International Education, Language Learning and Technology, Theory and Practice of Second Language Acquisition. Oxford Review of Education.
    • I have reviewed monographs and book proposals for the publishing houses Palgrave MacMillan and Routledge
    • Between November 2013 – July 2016, I served as co-editor of the international journal System. Elsevier. ISSN: 0346-251X.(http://www.journals.elsevier.com/system/)
    • Since October 2016, I have been joint series editor together with Stephen Ryan for Multilingual Matter’s book series, ‘Psychology of Language Learning and Teaching’.
    • I serve on the editorial board of Konin Language Papers, Studies in Second Language Learning and Teaching (SSLLT), Language in Focus (International Journal of Applied Linguistics and ELT), Journal of Adult Learning, Knowledge and Innovation, System, and Revista Brasileira de Linguistica Aplicada (The Brazilian Journal of Applied Linguistics).
    • Since April 2017, I have been an invited member of Oxford University Press’ Expert Advisory Panel. This is a core group of selected experts from across the field of ELT who work together in writing a number of ‘Perspective Papers’ for OUP on a range of contemporary topics in the field and also provide OUP with expert advice and consultancy as required. Currently, we are working on a paper on 21st Century Global Skills in ELT.
    • I was a member of the international advisory group for the Australian government funded project entitled “Helping first-year students flourish through languages: Integrating positive psychology, transition pedagogy and CLIL” between 2015-2017.http://www.l2flourish.org/ 
    • Since 2016, I am acting Austrian representative on the management committee for the COST project “Study abroad research in stay abroad perspective”.
    • I have taught many teacher training courses throughout Europe in recent years both face-to-face and online for universities, colleagues, private language schools, IATEFL, and publishers including Klett, OUP, and CUP.
    • Since 2013, I annually organise an intensive four-day international doctoral colloquium held at Wolfgangsee in cooperation with the Universities of Munich and Münster. From 2016 onwards, it also includes the Universities of Klagenfurt and Erfurt.
    • In May 2014, I organised a large-scale international conference on my main area of research interest, “Psychology of Language Learning” with external funding. Since then, the future of the PLL conference has been assured with an event in 2016 in Finland and 2018 in Japan. A scientific committee to ensure its continuity and future development has been established and I have served on this committee since 2016. It is now linked with the new association I helped found – IAPLL.
    • I have organised many other workshops, symposia and guest lecturers at our home university in Graz.
    • I have been interviewed on various online forums, videos, and podcasts.
    • Annually since 2016, I run a two-day intensive seminar at the University of Graz together with Dr. Gerald Payer from the Sports Institute on ‘Sport and English’.
    • I have been a member of the scientific committee for the following conferences: “Situating Strategy Use: The Interplay of Language Learning Strategies and Individual Learner Characteristics”, University of Klagenfurt, 2015; 13th International conference for the Association of Language Awareness (ALA), Vienna University of Business and Economics, July 2016, PLL2 (Finland), Teachers Research! (Turkey), PLL3 (Japan).
    • I have been a guest lecturer at Klagenfurt University (WS14) and Adam Mickiewicz University in Poznán, Poland (Jan 2015).
    • I have taken part in two Erasmus teacher exchanges with the Universities of Lancaster, UK and La Laguna, Spain.
    • I have been involved as Austrian representative in some of the sessions at the ECML on the project “Towards a common framework of reference for language teachers” (2016-2018).
    • In Feb - March 2018, I organised and ran a teacher professional development course on ‘Positivity for language teacher wellbeing’ together with Dr Elena Oncevska Ager in Macedonia.
    • In summer 2018, together with Dr Daniel Xerri, we co-organised an international TESOL doctoral summer school.
    • In December 2018, I was invited to take part in the Salzburg Global Seminar on ‘Social and Emotional Learning: A Global Synthesis’.

     
     
    Areas of research interest:
    I am interested in all aspects of language learning psychology (teacher and learner perspectives), in particular self-related constructs, motivation, strategies, agency, affect, attributions, and belief systems. In my research, I prefer to employ qualitatively-oriented approaches and Grounded Theory forms of analysis. I have a special interest in considering aspects of language learner and teacher psychology from the perspective of dynamic systems theory. My current research explores teacher psychology, trainee teacher identity development, socio-emotional intelligence in EFL teachers, wellbeing as well as interdisciplinary approaches to self.
     
     
    Scholarships, funding, and awards:
    2013. Recipient of a British Council Scholarship to attend TESOL, Dallas, USA to promote links between IATEFL Research SIG and the Research Standing Committee of TESOL.
     
    2015-2016. ELTRA British Council grant in cooperation with Dr. Christina Gkonou (University of Essex, UK) for a research project entitled “Developing emotional and social intelligence in trainee language teachers for intercultural competence”. (£3,255)
     
    2017-2019. ÖNB grant for a research project entitled “The self-concepts and psychological well-being of teachers in CLIL contexts across the educational lifespan”. Univ.-Prof. Dr. Sarah Mercer as Principal Investigator. Team within Austria. (Over €106,000)
     
    2017-2018. Language Acts and Worldmaking Small Grants Fund in cooperation with Dr Ursula Stickler (Open University, UK) entitled ‘Cross-cultural teacher exchange’.
     
    2018-2020. FWF Lise Meitner. Cooperation partner for Dr Gianna Hessel who won the scholarship for her postdoctoral work to be conducted in Graz. Her project is entitled “Investigating development in students’ foreign language proficiency, language learning motivation and intercultural competence during the post-return phase of ERASMUS study abroad”. (€153.340)
     
    2017-2019. Erasmus+ partner with the University of Newcastle as lead applicants for a study entitled “Critical skills for life and work: Developing the professional intercultural communicative competence of highly-skilled refugees”. (€188, 760) (Graz with Univ-Prof. Dr. Sarah Mercer as local Principal Investigator: €38, 960)
     
    2018-2021. FWF entitled “The psychological capital of modern language teachers across the career trajectory in the UK and Austria”. Univ-Prof. Dr. Sarah Mercer as Principal Investigator with a cooperation with Dr Jim King (University of Leicester). (€389, 684)
     
    In June 2018, I was awarded the Robert C. Gardner Award for Outstanding Research in Bilingualism by the International Association for Language and Social Psychology.
     
     
    2
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    Dr. Amy Bik May Tsui 
     
    Challenges in English Language Teaching in Asian Contexts.
     
    Amy Bik May Tsui
    Professor Emerita, Division of English Language Education, The University of Hong Kong, Hong Kong
    bmtsui@hku.hk
     
    Abstract
    This keynote focuses on the challenges that are faced by the English language teaching profession in Asian countries in the era of globalisation and examines the interplay of the social, political and cultural forces as governments tried to address these challenges. 
     
     
    Biographical note
     
    Professor Amy B.M. Tsui is Professor Emerita in the Faculty of Education at The University of Hong Kong (HKU).
    She was Chair Professor of Language and Education in the Faculty of Education, HKU from 1997-2017. Between 2007 and 2014, Amy held the post of Pro-Vice-Chancellor and Vice-President (Teaching and Learning) at HKU. She was in charge of undergraduate curriculum reform, quality assurance of undergraduate and postgraduate teaching and learning, and promotion of excellence in teaching. Amy’s work on undergraduate curriculum reform in Hong Kong is widely known internationally. She was appointed Chairman of the Steering Committee on 4-Year Undergraduate Curriculum in 2006 and presented on the reform at numerous international conferences and symposiums in the UK, US, continental Europe, Australia, China, Singapore, and India.
    As a researcher, Amy has published over 100 journal papers and chapters, as well as nine books. She has given keynote addresses at a number of international conferences, speaking on topics including:

    • classroom discourse
    • teachers' professional development
    • language policy
    • spoken discourse analysis

    She also serves on the editorial boards of a number of internationally refereed journals, contributes her service to a number of international advisory boards and committees, and is involved with local community services.
    Amy holds a PhD in linguistics from the University of Birmingham and was awarded an Honorary Doctorate by the University of Edinburgh in Year 2015.
     
     
    Education Qualifications
     
    B.A. (English Literature and Linguistics), The University of Hong Kong, 1971
    Dip. Ed. (English major, Chinese minor), The University of Hong Kong, 1972
    M.A. (Language Studies), The University of Hong Kong, 1978
    Ph.D. (Linguistics), University of Birmingham, U.K., 1986
    Doctor of Education (honoris causa), The University of Edinburgh, U.K., 2015
     
     
    Present Postiion
     
    Professor Emerita, Faculty of Education, The University of Hong Kong
     
     
    Work Experience
     
    July 1997 – June 2017        Chair Professor (Chair of Language and Education), Department of Curriculum Studies (1997-Dec 2001),
    Faculty of Education (Jan 2002 –June 2017), The University of Hong Kong
     
    Dec 2007 – March 2014      Pro-Vice-Chancellor and Vice-President (Teaching and Learning), The University of Hong Kong
     
    Sept 2005 – Dec 2007         50% secondment to Vice-Chancellor / President’s Office to steer the transition from 3-year to 4-year undergraduate curriculum reform at The University of Hong Kong
     
    Dec 2011 – May 2013        Acting Executive Director, Centre for the Enhancement of
                                                Teaching and Learning
     
    June 2006 – June 2007       Honorary Director, Centre for the Advancement of University Teaching
     
    Jan 1998 –                           Head, Department of Curriculum Studies,
    Dec 2001                             Faculty of Education, The University of Hong Kong.
                                                (Size of Department: 78 academic staff and 100 administrative and technical staff, research staff.)
     
    1993 – Aug 2005                Director, Teachers of English Language Education Centre (TELEC), Faculty of Education, The University of Hong Kong.
     
    1990 – 1997                        Lecturer, Senior Lecturer, Reader, Department of Curriculum Studies, The University of Hong Kong.
     
    1980 – 1990                        Instructor, Assistant Lecturer, Lecturer, English Language Teaching Unit, Chinese University of Hong Kong.        
     
    May – July 1987                 Visiting Lecturer, English Department, University of Birmingham, United Kingdom.
     
    1979 – 1980                        Lecturer, English Language Proficiency Unit, National University of Singapore, Singapore.
     
    1978 – 1979                        Lecturer, Department of Languages, The Hong Kong Polytechnic University.
     
    1972 – 1978                        Teacher, secondary schools in Hong Kong.
     
     
    Awards
     
    Doctor of Education (honoris causa), the University of Edinburgh, the United Kingdom  (3 July 2015)
    Outstanding Supervisor Award (2007)
    British Council Scholarship 1984-1985
    British Commonwealth Scholarship 1985 (tenable for 3 years)
     
     
    Management and Admistrative Responsibility
     
    University
     
    Proposed Director, Consortium for Research on Language Policy and Practice (CRLPP) (November 2015 – December 2016)
    Corresponding Co-convener, Science of Learning Strategic Research Theme (July 2015 – June 2016)
    Chairman, Management Committee of Gallant Ho Experiential Learning Centre (June 2012 – March 2014) (Donation secured: 30m HKD (2.56m GBP)
    Chairman, E-Learning Committee (April 2012 – March 2014)
    Chairman, Working Group on Learning Management System (August 2011 – March 2014)
    Chairman, Common Core Curriculum Committee (May 2010 – March 2014)
    Chairman, Curriculum Development Committee (September 2009 – March 2014)
    Chairman, Teaching and Learning Quality Committee (June 2009 – March 2014)
    Deputy Chairman, Teaching and Learning Quality Committee (2008 – May 2009)
    Chairman, Student Information System Steering Committee (June 2009 – March 2014)
    Chairman, Board of Studies for English Language Enhancement Programmes (December 2007 – March 2014)
    Chairman, Steering Committee on 4-Year Undergraduate Curriculum (2006 – date)
    Member, Policy Group on 4-Year Curriculum (formerly Working Group on the 4-Year Undergraduate Curriculum) (2005 – March 2014)
    Member, Board for Continuing and Professional Education (CPE) and Lifelong Learning (April 2008 – March 2014)
    Member, Academic Board (formerly Academic Development Committee) (December 2007 – March 2014)
    Member, Committees Review Committee (December 2007 – March 2014)
    Member, Court (December 2007 – March 2014)
    Member, Emeritus Professors Committee (December 2007 – March 2014)
    Member, Vice-Chancellor's Budget and Resources Committee (December 2007 – March 2014)
    Member, University Research Committee (November 2006 – March 2014)
    Member, Language Policy Committee (2005 – Jun 2009)
    Member, Committee on Academic Reviews (2003 – March 2014)
    Acting Executive Director, Centre for the Enhancement of Teaching and Learning (December 2011 – May 2013)
    Honorary Director, Centre for the Advancement of University Teaching (June 2006 – June 2007)
    Acting Pro-Vice-Chancellor (October-November 2001, April-June 2002, January-February 2004)
    Chairman, Board of Academic Awards (2000 – 2004)
    Vice-Chairman, Board of Academic Awards (1999 – 2000)
    Head, Department of Curriculum Studies, Faculty of Education (January 1998 – December 2001)
    Director, Teachers of English Language Education Centre (TELEC) (1993 – 2005)
    Member, Senate (1997 – 2003, December 2007 – date)
    Member, Policy Board of Postgraduate Education (1999 – 2004)
    Member, Working Group on Strategic Planning (2002 – 2004)
    Member, Special Approval Working Group (2004)
    Member, Review of Centres/Units offering language and language enhancement programmes (2004)
    Chairman, MPhil Review Panel, Policy Board of Postgraduate Education (2003 – 2004)
    Member, University Press Committee (1998 – 2002)
     
    Faculty
     
    Member, Dean’s Advisory Committee (2002 – date)
    Member, Faculty Research Committee (2002 – date)
    Member, Research Advisory Unit (2002 – January 2007)
    Member, Faculty Higher Degree Committee (1997 – Aug 2010)
    Member, Faculty Human Resource Committee (2002 – date)
    Member, EdD Working Group (2003 – 2004)
     
     
    Professional Service
     
    International 
     
    Editorial / Advisory Boards of International Refereed Journals / Books
    Member of editorial board of the following international refereed journals / books:
     
    Applied Linguistics, October 2017 – present
    English Teaching & Learning, January 2016 – December 2017
    Australian Review of Applied Linguistics, December 2015 – present
    Journal of Professional Capital and Community, 2015 – present
    Asian EFL Journal, October 2006 – present
    English for Specific Purposes, Winter 2003 – present
    Innovation in Language Learning and Teaching, 2007 – present
    International Content and Language Integrated Learning Journal, October 2008 
    - present 
    International Journal of Multilingual Research, January 2007 – present
    International Journal for the Scholarship of Teaching and Learning, 2007 – present
    Journal of Asian Pacific Communication, 2005  present
    Language Culture Communication in Asia, May 2011 - present
    Linguistics and the Human Sciences, 2005  present
    Reflections on English Language Teaching, March 2006 – present
    Research Papers in Education: Policy and Practice, August 2008 – present
    The Open Applied Linguistics Journal, October 2007 - present  
    Asian Journal of English Language Teaching, 1997 – 2002
    Education Journal, Autumn 2010 - 2012
    Information Technology, Education and Society, 2000 - 2005
    Language Policy, June 2009 – June 2012
    Routledge Handbook of Applied Linguistics, 2009 - 2010
    Functions of Language, 1994 – 2002 
    Pedagogies: An International Journal, 2006 – 2013  
    Review of Research in Education (Advisory Board Member for Volume 34), March 2007 – March 2010
    TESOL Quarterly, March 2009 – March 2012
    The Journal of Asia TEFL, Associate Editor, Spring 2004 – 2007
     
    Consultancy Service for International Institutions
    Associate, Higher Education Academy, U.K., Teaching Excellence Framework. (2015)
    Member, International Advisory Panel, English Language Institute of Singapore (ELIS), Ministry of Education, Singapore (2010 – date)
    Member, International Advisory Board, University of Helsinki (2011 – date)
    Member, Scientific Advisory Board, Faculty of Arts, University of Helsinki (2011-2014)
     
    Membership of International Professional Organizations 
     
    Member, Board of Governors, International Baccalaureate, Geneva (April 2014 – date)
    Member, Network for Enhancing Teaching and Learning in Research-Intensive Universities (2010-2014)
    Member, U21 Educational Innovation Steering Group (formerly U21 Teaching and Learning Network Steering Group) (2010-2014)
    Member, Organizing Committee of AILA (Association Internationale de Linguistique Applique) Language Policy Network
    Advisory Board Member, "Education: Emerging Goals in the New Millennium", a new series of Nova Science Publishers, New York
    Honored Life member, The Global (EIL) English International Language Congress / Asian EFL Journal
     
    Reviewer
     
    Journal of Teacher Education, Applied Linguistics, TESOL Quarterly, Journal of Pragmatics, International Journal of Corpus Linguistics, Modern Language Journal, Teaching and Teacher EducationLanguage Education, Multilingual and Multicultural Development, Language in Society, Language Policy
     
    Local 
     
    Oct 2013 –        Member, Hong Kong Council for Accreditation of Academic          and
    May 2014           Vocational Qualifications
    Oct 2010 –       Member, Hospital Governing Committee, Queen Mary Hospital Tsan Yuk March 2014         Hospital (April 2013 – date; Member, Hong Kong West Cluster Succession
                               Committee, Hospital Authority)
     
    Apr 2012 –         Member, Regional Advisory Committee of Hong Kong, Hospital Authority
    March 2014
     
    Apr 2013 –         Member, Quality Assurance Council, University Grants Committee
    March 2017
     
    Sept  2012 –       Director, Joint Quality Review Committee Limited
    March 2014       
     
    Feb2012 –          Member, Joint Research Schemes Panel under the Humanities and Social
    date                     Sciences Panel, Research Grants Council
     
     
    Oct 2010 –       Member, Human Resources Committee, The Open University of Hong Kong
    March 2014
     
    Oct 2009 –         Member, Council, The Open University of Hong Kong
    March 2014
     
    June 2009 –       Auditor, Quality Assurance Council, University Grants Committee
    date
     
    Jan 2008 –          Sector / Subject Specialist, Hong Kong Council for Accreditation of
    date                     Academic and Vocation Qualifications
     
    Sept 2007 –       Member, Appeal Board, Hong Kong Council for Accreditation of Academic  Aug 2013                           and Vocational Qualifications
                               Member, Rules Committee, Appeal Board, Hong Kong Council for Accreditation of Academic and Vocational Qualifications
     
    Oct 2007 –         Member, Humanities, Social Sciences and Business Studies Panel, 
    July 2011            Hong Kong Research Grants Council 
     
    Feb 2007 –        Member, Task Force on Outcome-based Approaches in Student Learning,    
    Jun 2008             University Grants Committee
     
    Aug 2000 –       Member, School Management Committee, HKFYG Lee Shau Kee Primary Jun 2010             School
     
     
    1998 – 2004       Member, Hong Kong Institute of Education Council
                               Member, Professorial Appointment Committee, HKIEd
                               Member, Staffing Committee, HKIEd
     
    1999 – 2005       Member, Curriculum Development Council, Hong Kong SAR Government.
     
    1999 / 2006        University Grants Committee, member of RAE Panel (Education)
     
    1998 – 2000       Member, Outstanding Schools and Teachers Award (OSTA) Task Group,
                               QEF
     
    1998 – 2000       Member, Medium of Instruction Working Group
     
    1997 – 1999       Member, MOI Appeals Committee
     
    1996 – 2000       Member, Standing Committee on Language Education and Research
                               (SCOLAR), Education and Manpower Branch
     
    1997 – 1999       Chairperson, Subject Committee, Benchmarking of Teachers, Advisory
                               Committee of Teacher Education Quality (ACTEQ), Education Commission
     
    1998                   Consultant to the study of Professional Relevance Study by the OISE and HKIED team, commissioned by ACTEQ, EMB
     
    1993                  Member of Consultancy Panel for Consultancy Study for the Hong
                               Kong Institute of Education, Hong Kong Council of Academic
                               Accreditation
     
    1993                  Member of Advisory Committee on Target-Oriented Curriculum, HK Government
                              
    1995 – 1996 &   Part-time member, Hong Kong Government Central Policy Unit

    1. – 1999

     
    1999 – 2003       Adjudicator, Persons Rights Tribunal
     
     
    Teaching Areas
     
    Discourse analysis, classroom discourse, English language teaching methodology, language and society, language policy, language and learning
     
     
    Research Areas
     
    Discourse analysis (conversation and classroom), language policy, teachers’ professional development, English as a Second Language teaching and learning
     
     
    Publications
     
    Books (6 authored books and 5 edited volumes)
     
    Sole Authored and Multi-authored Volumes
     

    1.  
    Tsui, A. B. M., Edwards, G. & Lopez-Real, F. (2009). Learning in School-University Partnership: Sociocultural Perspectives. New York & London: Routledge, Taylor and Francis Group, 200pp. (with contribution from Kwan, T., Law, D., Stimpson, P., Tang, R., and Wong, A.).
     
    URL:
    http://www.taylorandfrancis.com/books/details/9780415504799/
     
    Book reviews:
    1) Zhang, L. J. (2013). Learning in School-University Partnership: Sociocultural     Perspectives. Pedagogies: An International Journal, 8(3), 295-298.
     
    2) Pupik Dean, C.G. (2010). Learning in School-University Partnership: Sociocultural Perspectives. Perspectives on Urban Education, 7(1), 134-135. Retrieved January 13, 2012, fromhttp://www.urbanedjournal.org/sites/urbanedjournal.org/files/
    pdf_archive/PUE-Summer2010-V7I1-pp134-135.pdf

     
    3) Field, K. (2009). Learning in School-University Partnership: Sociocultural Perspectives. Professional Development in Education, 35(2), 307-308.
     
    1.  
    Marton, F. & Tsui, A. B. M. (2004). Classroom Discourse and the Space of Learning. Mahwah, N.J.: Lawrence Erlbaum Associates, 242pp (with contribution from Chik, P., Ko, P.Y., Lo, M.L., Mok, I., Ng, F.P., Pang, M.F., Pong, W.Y., Runnesson, U.)
     
    URL: http://www.taylorandfrancis.com/books/details/9780805840094/
     
    Book reviews:
    1) Garcez, P. M. (2005). Classroom discourse and the space of learning. Language and Education, 19(4), 349-353.
     
    2) Todd, R. (2005). Review: Applied Ling/Discourse Analysis: Marton & Tsui. Retrieved April 29, 2010, from https://linguistlist.org/issues/16/16-25.html
     
    1.  
    Tsui, A. B. M. (2003). Understanding Expertise in Teaching. New York: Cambridge University Press, 308pp.
     
    URL:
    http://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/understanding-expertise-teaching/understanding-expertise-teaching-case-studies-second-language-teachers
     
    Book reviews:
    1) Carless, D. (2005). Understanding expertise in teaching: Case studies of ESL teachers. Language and Education, 19(1), 89-91.
     
    2) Elliot, J. (2005). Understanding expertise in teaching: Case studies of ESL teachers. Cambridge Journal of Education, 35(3), 437-439.
     
    3) McBeath, N. (2005). Understanding expertise in teaching: Case studies of ESL teachers. Modern English Teacher, 14(3),  84-85.
    4) Stewart, A. (2005). Understanding expertise in teaching: Case studies of ESL teachers. ELT Journal, 59(3), 259-261.
    5) Christie, F. (2004). Understanding expertise in teaching: Case studies of ESL teachers. Australian Language & Literacy Matters, 1(2), 19.
    6) Johnston, B. (2004). Understanding expertise in teaching: Case studies of ESL teachers. Language Teaching Research, 8(3), 347-350.
    7) Miller, J. (2004). Understanding Expertise in teaching: Case Studies of ESL Teachers. TESOL in Context, 14(1/2), 28.
    8) Vásquez, C. (2004). Understanding expertise in teaching: Case studies of ESL teachers. Tesol Quarterly, 38(1), 167-169.
     
    1.  
    Tsui, A. B. M. (2003). In Pursuit of Excellence (追求卓越 - 教師專業發展案例研究 ) (Chinese Translation of Understanding Expertise in Teaching, with Foreword by Gu Ling Yuan). Beijing: People's Education Press, 326 pp. 
     
    1.  
    Tsui, A. B. M. (1995). Introducing Classroom Interaction. London: Penguin, 123pp.
     
    Book Review:
    Lewis, M. (1995). Introducing Classroom Interaction [Book review]. TESOL in Context, 5(2), 30-31.
     
    1.  
    Tsui, A. B. M. (1994). English Conversation. In Describing English Language Series. London: Oxford University Press, 298pp. 
     
    Book Review:
    Guthrie, A. M. (1995). English Conversation by Amy B.M. Tsui. Issues in Applied Linguistics, 6(2), 158-162.
     

    Edited Volumes
     

    1.  
    Tsui, A. B. M. & Liu, Y. C.  (Eds.). (2019). English Language Teacher Education in Asian Contexts: Global Challenges and Local Responses. Cambridge University Press.
     
    1.  
    Tsui, A. B. M. & Tollefson, J. W. (Eds.). (2007). Language Policy, Culture and Identity in Asian Contexts. Mahwah, N.J.: Lawrence Erlbaum Associates, 283pp.
     
    URL: http://www.taylorandfrancis.com/books/details/9780805856941/
     
    Book reviews:
    1) Johnston, D. (2010). Language policy, culture and identity in Asian contexts. TESOL Quarterly 44(4), 843-845.
    2) Hamid, M. Obaidul (2009). Language policy, culture, and identity in Asian contexts. Journal of Language, Identity & Education, 8(1), 57-61.
    3) Alazzam-Alwidyan, S. (2008). Language policy, culture, and identity in Asian contexts. TESL-EJ, 12(2). Retrieved November 06, 2008, from http://tesl-ej.org/ej46/r8.html
    4) Brown, R.A. (2008). Language policy, culture, and identity in Asian contexts. JALT Journal, 30(01), 129-130.
    5) Mooney, A. (2008). Language, policy, culture, and identity in Asian contextsApplied Linguistics, 29(3), 515-518.
    6) Stanlaw, J. (2008). Language policy, culture, and identity in Asian contextsLanguage in Society, 37(5), 767-768.
    7) Chao, R. (2007). Rethinking language policy and cultural identity. PsycCritiques, 52(28), Article 5.
    8) Hu, Guangwei. (2007). Language policy, culture, and identity in Asian contextsLanguage, Culture and Curriculum, 20(3), 247-251.
    9) Kirkgoz, Y. (2007). Review: Sociolinguistics: Tsui; Tollefson (2006). The Linguist List. Retrieved October 30, 2007, from http://linguistlist.org/issues/18/18-1461.html
    10) Soon, L. B. (2007). Language policy, culture, and identity in Asian contextsRELC Journal, 38(8), 400-401.
     
    1.  
    Tollefson, J. W. & Tsui, A. B. M. (Eds.). (2004). Medium of Instruction Policies: Which Agenda? Whose agenda? Mahwah, N.J.: Lawrence Erlbaum Associates, 306pp.
     
    URL: http://www.taylorandfrancis.com/books/details/9780805842784/
    Book reviews:
    1) Shin, H. (2007). Medium of instruction policies: Which agenda? Whose agenda? Language Awareness, 16(1), 75-77.
    2) Ammon, U. (2006). Medium of instruction policies: Which agenda? Whose agenda? Current Issues in Language Planning, 16(1), 141-145.
    3) Deng, Z. & Gopinathan, S. (2006). The complicity of medium?of?instruction policies: functions and hidden agendas. Journal of Curriculum Studies 38(5), 609-622.
    4) Khubchandani, L. M. (2006). Medium of Instruction Policies: Which Agenda? Whose Agenda?. Language & Education: An International Journal, 20(1), 84-88.
    5) Osborn, T. A. (2005). Medium of instruction policies: Which agenda? Whose agenda? Language Problems and Language Planning, 29(1), 94-95.
    6) Otlogetswe, T. (2005). Review: Sociolinguistics: Tollefson & Tsui (2004).The Linguist List.Retrieved 15 July, 2015, from http://linguistlist.org/issues/16/16-1257.html
    7) Talmy, S. (2005). Medium of instruction policies: Which agenda? Whose agenda? Language Teaching Research, 9(1), 117-122.
     
    1.  
    Bird, N. with Falvey, P., Tsui, A. B. M., Allison, D., & McNeill, A. (Eds.). (1994). Language and Learning. Hong Kong: Institute of Language in Education, Education Department.
     
    1.  
    Tsui, A. B. M. & Johnson, I. (Eds.). (1993). Teacher Education and Development.  Education Papers No. 18, Faculty of Education, The University of Hong Kong, 177pp.

     
    International Refereed Journal Papers and Book Chapters (104 in total)
     

    1. Tollefson, J. & Tsui, A. B. M. (2018) Medium of Instruction Policy. In J.W. Tollefson & M. Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 257-279).  New York: Oxford University Press.

     

    1. Tsui, A.B.M. (2016) Classroom Discourse: Theoretical Orientations and Research Approaches. In J. Cenoz, D. Gorter & S. May (Eds.)  The Encyclopedia of Language and Education, volume 6 (Language Awareness and Multilingualism) (pp. 1-17). Cham: Springer.

     

    1. Tsui, A.B.M. (2016) Leading Transitions: the case of undergraduate education reform at HKU. In Marshall, S. (Ed.), A Handbook for Leaders in Higher Education: Transforming teaching and learning (pp. 129-131)U.K.: Routledge.

     

    1. Tsui, A. B. M. (2015) A Response to Land, R. and Gordon, G. (2015) Teaching Excellence Initiatives: Modalities and operational factors. U.K. Higher Education Academy.

     

    1. Harfitt, G. J., & Tsui, A. B. M. (2015). An examination of class size reduction on teaching and learning processes: a theoretical perspective. British Educational Research Journal. Prepublished 16 January 2015. DOI: 10.1002/berj.3165.  

     

    1. Tollefson, J. W. & Tsui, A. B. M. (2014). Language diversity and language policy in educational access and equity.  Review of Research in Education, 38, 189-214.

     

    1. Tsui, A. B. M. (2014). English as lingua franca on campus: Cultural integration or segregation? In N. Murray & A. Scarino (Eds.), Dynamic ecologies of languages education in the Asia-Pacific region: Developments, issues and challenges (pp. 75-93). New York: Springer.

     

    1. Lam, H.C. & Tsui, A.B.M. (2013). Awareness of orthographic structure in children's learning of Chinese characters.Contemporary Educational Research Quarterly, 21(3), 83-111.

     

    1. Lam, H.C. & Tsui, A. B. M. (2013). Drawing on the variation theory to enhance students’ learning of Chinese characters.Instructional Science, 41(2), 955–974.

     

    1. Tsui, A. B. M. (2012). Transforming Student Learning: Undergraduate curriculum reform at The University of Hong Kong. In P. Blackmore & C. Kandiko (Eds.), Strategic Curriculum Change: Global Trends in Universities (pp. 62-72). London, U.K.: Routledge. 

     

    1. Tsui, A. B. M. (2012). Language and Education in Asia. In J. A. Banks (Ed.), Encyclopaedia of Diversity in Education (Vol. 3, pp. 1319-1323). USA: Sage.

     

    1. Tsui, A. B. M. (2012). The dialectics of theory and practice in teacher knowledge development. In J. Hüttner, B. Mehlmauer-Larcher, S. Reichl & B. Schiftner (Eds.), Theory and Practice in EFL Teacher Education: Bridging the Gap (pp. 16-37). Bristol: Multilingual Matters.

     

    1. Tsui, A. B. M. (2012). Ethnography and Classroom Discourse. In J. P. Gee & M. Hanford (Eds.), Routledge Handbook of Discourse Analysis (pp. 383-395). U.K.: Routledge.

     

    1. Tsui, A. B. M. (2011). Globalization and linguistic paradoxes: The role of English. In J. L. Bianco & D. Veronique (Eds.), Chapter 7, Institutions and power (D. Divita, Trans.). In Geneviève Zarate, Danielle Lévy, & Claire Kramsch (Eds.), Handbook of Multilingualism and Multiculturalism (pp. 335-338). Paris: Editions des Archives Contemporaines (Contemporary Publishing International SARL). [Reprinted from: Tsui, A. B. M. (2008). Mondialisation et paradoxes linguistiques: Le rôle de l anglais. In J. Lo Bianco & Daniel Veronique (Eds.), Chapiture 7, Institutions et pouvoir, in Geneviève Zarate, Danielle Lévy, & Claire Kramsch (Eds.), Précis du plurilinguisme et du pluriculturalisme (pp. 353-356). Paris: Editions des Archives Contemporaines. (Contemporary Publishing International SARL).]

     

    1. Tsui, A. B. M. (2011). Classroom Discourse. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 274-286). New York & London: Routledge.

     

    1. Itakura, H., & Tsui, A. B. M. (2011). Evaluation in Academic Discourse: Managing Criticism in Japanese and English Book Reviews. Journal of Pragmatics, 43(5), 1366-1379. (Available from URL: http://dx.doi.org/10.1016/j.pragma.2010.10.023)

     

    1. Tsui, A. B. M. (2011). Teacher Education and Teacher Development. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (Vol. II, pp. 21-39). New York & London: Routledge.

     

    1. Tsui, A. B. M. (2011). Classroom Discourse as a Re-Mediating Source for Foreign Language Learning. In W. M. Chan, K. N. Chin, M. Nagami, T. Suthiwan (Eds.), Media in Foreign Language Teaching and Learning (pp. 109-130). Singapore: Center for Language Studies, Faculty of Arts and Social Sciences, National University of Singapore.

     

    1. Tsui, A. B. M., & Ng, M. M. Y. (2010). Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing. Journal of Teacher Education, 61(4), 364-375. (Available from URL: http://dx.doi.org/10.1177/0022487110364855)

     

    1. Tsui, A. B. M. (2010). Teacher’s Professional Learning in School-University Partnership. In D. Boorer, et. al. (Eds.), Bridging Worlds: Making Connections in Education: Selected Papers from the 14th International Conference on Education (ICE) 2009(pp. 150-171). Brunei Darussalam: Universiti Brunei Darussalam. 

     

    1. Cheng, W., & Tsui, A. B. M. (2009). ‘ahh ((laugh)) well there is no comparison between the two I think’: How do Hong Kong Chinese and native speakers of English disagree with each other?. Journal of Pragmatics, 41(11), 2365-2380. (Available from URL: http://dx.doi.org/10.1016/j.pragma.2009.04.003)

     

    1. Tsui, A. B. M. (2009). Distinctive Qualities of Expert Teachers. Teachers and Teaching: Theory and Practice, 15(4: Special Issue), 421-439. (Available from informaworld website: http://dx.doi.org/10.1080/13540600903057179)

     

    1. Itakura, H., & Tsui, A. B. M. (2009). Criticisms in English and Japanese in Academic Writing. In K. P. Turner & B. Fraser (Eds.), Studies in Pragmatics: Vol. 6: Language in Life, and a life in language: Jacob Mey – A Festschrift (pp. 193-202). U.K.: Emerald.

     

    1. Tsui, A. B. M. & Wong, J. L. N. (2009). In Search of a Third Space: Teacher Development in Mainland China. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese Learner: Changing Contexts, Changing Education (pp. 281-311). Hong Kong: Comparative Education Research Centre/Springer Academic Publishers.

     

    1. Tsui, A. B. M. (2009). Teaching Expertise: Approaches, Perspectives and Characterizations. In A. Burns & J. C. Richards (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 190-197)Cambridge: Cambridge University Press.

     

    1. Tsui, A. B. M. (2008). Mondialisation et paradoxes linguistiques: Le rôle de l anglais [Globalization and linguistic paradoxes: The role of English]. In J. Lo Bianco & Daniel Veronique (Eds.), Chapiture 7, Institutions et pouvoir [Institutions and power], in Geneviève Zarate, Danielle Lévy, & Claire Kramsch, (Eds.) Précis du plurilinguisme et du pluriculturalisme (pp. 353-356). Paris: Editions des Archives Contemporaines. (Contemporary Publishing International SARL).

     

    1. Tsui, A. B. M. (2008). Classroom Discourse: Approaches and Perspectives. In J. Cenoz & N. H. Hornberger (Eds.), The Encyclopaedia of Language and Education (Vol. 6: Knowledge About Language, pp. 261-272). New York: Springer.

     

    1. Wong, J. L. N. & Tsui, A. B. M. (2007). How do teachers view the effects of school-based in-service learning activities? A case study in China. Journal of Education for Teaching (JET), 33(4), 457-470.

     

    1. Tsui, A. B. M. (2007). The Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher. TESOL Quarterly, 41(4), 657-680.

     

    1. Tsui, A. B. M. & Law, D. Y. K. (2007). Learning as Boundary-crossing in School University Partnership. Teaching and Teacher Education, 23(8), 1289-1301.

           (Available from URL: http://dx.doi.org/10.1016/j.tate.2006.06.003
     

    1. Tsui, A. B. M. (2007). Linguistic Paradoxes and Cultural Domination. International Multilingual Research Journal, 1(2), 135-143.

     

    1. Tsui, A. B. M. (2007). Instructional Processes in L2 Grammar Teaching. Studies in English Education, 11(2), 147-173.

     

    1. Tsui, A. B. M. (2007). Classroom Discourse as a Semiotic Resource for EFL Learning. The Language Teacher, 31(7), 13-16.

                                                   

    1. Tsui, A. B. M. (2007). Exploring EFL Teacher Identities and Identity Conflicts. In G. Poedjosoedarmo (Ed.), Teacher Education in Language Teaching: RELC Anthology Series 48 (pp. 50-59). Singapore: SEAMEO Regional Language Centre.

     

    1. Tsui, A. B. M & Tollefson, J. W. (2007). Language Policy and the Construction of National Cultural Identity. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language Policy, Culture and Identity in Asian Contexts (pp. 1-21). Mahwah, N.J.: Lawrence Erlbaum Associates.

     

    1. Tsui, A. B. M. (2007). Language Policy and the Social Construction of Identity: The case of Hong Kong. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language Policy, Culture and Identity in Asian Contexts (pp. 121-141). Mahwah, N.J.: Lawrence Erlbaum Associates.

     

    1. Tollefson, J. W. & Tsui, A. B. M. (2007). Issues in Language Policy, Culture and Identity. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language Policy, Culture and Identity in Asian Contexts (pp. 259-270). Mahwah, N.J.: Lawrence Erlbaum Associates.

     

    1. Tsui, A. B. M. (2007). What Shapes Teachers’ Professional Development? In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (Vol. 11, pp. 1053-1066). Norwell, MA.: Springer.

     

    1. Tsui, A. B. M. & Wong, A. T. Y. (2006). Issues in School-University Partnership. In C. K. Lee & M. Williams (Eds.), School Improvement: International Perspectives (pp. 175-192). New York: Nova Science Publishers.

     

    1. Tsui, A. B. M. (2005). Plenary: Language policy, culture and identity in the era of globalization. In B. Beaven (Ed.), IATEFL 2005 Conference Selections (pp. 41-51). Canterbury: IATEFL.

                                                                        

    1. Tsui, A. B. M. (2005). ESL Teachers' Questions and Corpus Evidence. International Journal of Corpus Linguistics10(3), 335-356. (Available from URL:http://www.ingentaconnect.com.eproxy2.lib.hku.hk/content/jbp/ijcl/2005/00000010/00000003/art00003)

     

    1. Tsui, A. B. M. (2005). Expertise in Teaching: Perspectives and Issues. In Keith Johnson (Ed.), Expertise in Second Language Learning and Teaching (pp. 167-189). New York: Palgrave Macmillan.

     

    1. Sallili, F. & Tsui, A. B. M. (2005). The Effects of Medium of Instruction on Students’ Motivation and Learning. In Rumjahn Hoosain & Farideh Salili (Eds.), Language in Multicultural Education (pp. 135-156). Research in Multicultural Education and International Perspectives, Volume 4. Greenwich CT: Information Age Publishing (IAP).

     

    1. Tsui, A. B. M. & Ki, Wing Wah (2004). Language and Learning. In Wing Wah Ki (Ed.), Learning and Theory of Variation《變易理論與學習空間》(in Chinese) (pp. 33-50). Hong Kong: Hong Kong University Press.

     

    1. Tsui, A. B. M. (2004). Language Policies in Asian Countries: Issues and Tensions. The Journal of Asia TEFL, Vol. 1, No. 2, Autumn 2004, 1-25.

     

    1. Tsui, A. B. M. (2004). Ruhe zuo anli yanjiu《如何?展案例研究》(Conducting Case Studies). In Jiaoyu Fazhan Yanjiu 《教育?展研究》(Exploring Educational Development), 2004 Volume, Issue No. 2, pp. 9-13. Reproduced in Zhongguo Renmin Daxue Shubao Ziliao Zhongxin: Fuyin Baokan Ziliao Jiaoyu Xue《教育?》(Information center for social sciences, RUC. education), 2004 Volume, Issue No. 5, pp. 91-94. 

     

    1. Tsui, A. B. M. (2004). What Teachers Have Always Wanted to Know – and how corpora can help. In John Sinclair (Ed.), How to Use Corpora in Language Teaching (pp. 39-61). Amsterdam/Philadelphia: John Benjamins, B.V.

     

    1. Tsui, A. B. M. (2004). What linguistic descriptions have to say about discourse? In K. Aijmer & J. Allwood (Eds.), Dialogue Analysis VIII: Understanding and Misunderstanding in Dialogue (pp. 25-46). Niemeyer: Tübingen.

     

    1. Tsui, A. B. M. & Tollefson, J. W. (2004). The Centrality of Medium of Instruction Policy in Sociopolitical Processes. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of Instruction Policies: Which agenda? Whose agenda? (pp. 1-20). Mahwah, N.J.: Lawrence Erlbaum Associates.

     

    1. Tsui, A. B. M. (2004). Medium of Instruction in Hong Kong: One Country, Two Systems, Whose Language? In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of Instruction Policies: Which agenda? Whose agenda? (pp. 97-106). Mahwah, N.J.: Lawrence Erlbaum Associates.

     

    1. Tollefson, J. W. & Tsui, A. B. M. (2004). Contexts of Medium-of-Instruction Policy. In J. W. Tollefson & A. B. M. Tsui (Eds.),Medium of Instruction Policies: Which Agenda? Whose Agenda? (pp. 283-294). Mahwah, N.J.: Lawrence Erlbaum Associates.

     

    1. Itakura, H. & Tsui, A. B. M. (2004). Gender and Conversational Dominance in Japanese Conversation. Language in Society, Vol. 33, No. 2, 223-248. (Available from URL:http://dx.doi.org.eproxy2.lib.hku.hk/10.1017/S0047404504332033

     

    1. Tsui, A. B. M. (2002). The Semantic Space of Learning. In F. Marton & P. Morris (Eds.), What matters? Discovering critical conditions of classroom learning (pp. 113-132). Göteborg: Acta Universitatis Gothoburgensis.

     

    1. Mok, I., Runesson, U., Tsui, A. B. M., Wong, S. Y., Chik, P., & Pow, S. (2002). Questions and Variation. In F. Marton & P. Morris (Eds.), What matters? Discovering critical conditions of classroom learning (pp. 75-92). Göteborg: Acta Universitatis Gothoburgensis.

     

    1. Tsui, A. B. M. & W.W. Ki (2002). Socio-Psychological Dimensions of Teacher Participation in Computer Conferencing.Information Technology for Teacher Education, Vol. 11, No. 1, 23-44.

     

    1. Bunton, D. & Tsui, A. B. M. (2002). Setting Language Benchmarks: Whose benchmark? Journal of Asian Pacific Communication, Vol. 12, No. 1, 63-76. (Available from URL:http://www.ingentaconnect.com.eproxy2.lib.hku.hk/content/jbp/japc/2002/00000012/00000001/art00004;jsessionid=47dkbcg5pu9b.victoria)

     

    1. Tsui, A. B. M. & Andrews, S. (2002). Setting Standards and Language Variation: A dilemma for language education. Journal of Asian Pacific Communication, Vol. 12, No. 1, 1-12.  (Available from URL:http://www.ingentaconnect.com.eproxy2.lib.hku.hk/content/jbp/japc/2002/00000012/00000001/art00001;jsessionid=47dkbcg5pu9b.victoria)

     

    1. Tsui, A. B. M. (2002). On-line and Off-line Communities. Information Technology, Education and Society, Vol. 2, No. 2, 1-13.

     

    1. Tsui, A. B. M., Lopez-Real, F., Law, Y. K., Tang, R., Shum, M. S. K. (2001). Roles and Relationships in Tripartite Supervisory Conferencing Processes. Journal of Curriculum and Supervision, Vol. 16, No. 4 (Summer), 322-344. (Available from URL:http://web.ebscohost.com.eproxy2.lib.hku.hk/ehost/detail?vid=3&hid=16&sid=ce85db1d-1b01-4e27-8611-0ca795989a3d%40SRCSM2)

     

    1. Ng, D, Tsui, A. B. M., & Marton, F. (2001). Two Faces of the Reed Relay. In D. Watkins & J. Biggs (Eds.), Teaching the Chinese Learner (pp. 135-160). Hong Kong: CERC, The University of Hong Kong.

     

    1. Tsui, A. B. M. (2001). Maximizing Computer Mediated Communication as a Collaborative Learning Environment for ESL Teachers. In B. Morrison, D. Gardner, K. Keobke & M. Spratt (Eds.), ELT Perspectives on IT & Multimedia (pp. 43-68). Hong Kong: English Language Centre, Polytechnic University.

     

    1. Tsui, A. B. M. (2001). Classroom Interaction Research, In R. Carter & D. Nunan (Ed.), TESOL Guide. New York: Cambridge University Press.

     

    1. Tsui, A. B. M. & Bunton, D. (2000). The Discourse and Attitudes of English Teachers in Hong Kong. World Englishes, Vol. 19, No. 3, 287-304. (Available from URL: http://www.blackwell-synergy.com.eproxy2.lib.hku.hk/doi/abs/10.1111/1467-971X.00180)

     

    1. Tsui, A. B. M. & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, Vol. 9, No. 2, 147-170.  (Available from URL: http://dx.doi.org.eproxy2.lib.hku.hk/10.1016/S1060-3743(00)00022-9)

     

    1. Lock, G. & Tsui, A. B. M. (2000). Customizing Linguistics: Developing an Electronic Grammar Database for Teachers.Language Awareness, Vol. 9, No. 1, 17-33. (Available from URL: http://www.multilingual-matters.net.eproxy2.lib.hku.hk/la/009/la0090017.htm)

     

    1. Tsui, A. B. M., Shum, M. S. K., Wong, C. K., Tse, S. K. & Ki, W. W. (1999). Which Agenda? – Medium of instruction policy in post-1997 Hong Kong. Language, Culture and Curriculum, Vol. 12, No. 3, 196-214. (Available from URL:http://www.multilingual-matters.net.eproxy2.lib.hku.hk/lcc/012/lcc0120196.htm)

     

    1. Tsui, A. B. M., Tse, S. K., Shum, M. S. K., Ki, W. W., Wong, C. K., & Wong, W. L. (1999). Implementing Mother-tongue Education in Schools: Problems Encountered and Support Needed. Hong Kong: CMI Centre monograph, Department of Curriculum Studies, University of Hong Kong, 46 pp.

     

    1. Tsui, A. B. M. & Nicholson, S. (1999). A Hypermedia Database and English as a Second Language Teacher Knowledge Enrichment. Journal of Information Technology for Teacher Education, Vol. 8, No. 2, 215-237.  (Available from URL:http://www.informaworld.com.eproxy2.lib.hku.hk/smpp/content?content=10.1080/14759399900200062)

     

    1. Tsui, A. B. M. & Fullilove, J. (1998). Bottom-up or top-down processing as a discriminator of L2 listening Performance.Applied Linguistics, Vol. 19, No. 4, 432-451.  (Available from URL: http://applij.oxfordjournals.org/cgi/reprint/19/4/432)

     

    1. Tsui, A. B. M. (1998). The “unobservable” in Classroom Interaction. The Language Teacher, Vol. 22, No. 7, 25-26.

     

    1. Tsui, A. B. M. (1998). Extending the frontiers of teacher education. In B. Asker (Ed.), Language, Culture and Education. Hong Kong: Longman.

     

    1. Tsui, A. B. M. (1997). Awareness-raising about classroom interaction. In L. Van Lier & D. Corson (Eds.), The Encyclopedia of Language and Education, Volume 6: Knowledge About Language (pp. 183-194). Dordrecht: Kluwer.

     

    1. Wu, K. Y. & Tsui, A. B. M. (1997). Teachers’ Grammar on the Electronic Highway.  System, Vol. 25, No.2, 169-183. (Available from URL: http://dx.doi.org.eproxy1.lib.hku.hk/10.1016/S0346-251X(97)00006-7)

     

    1. Tsui, A. B. M. & Ki, W. W. (1996). An Analysis of Conference Interaction on TeleNex - a computer network for ESL teachers.Education Technology Research and Development, Vol. 44, No. 4, 23-44. (Available from Springerlink website,http://dx.doi.org/10.1007/BF02299819

     

    1. Tsui, A. B. M. & Sengupta, S., Wu, K. Y. (1996). Enhancing Teacher Development Through TeleNex - A computer network for English language teachers. System, Vol. 24, No. 4, 461-476. (Available from URL:http://dx.doi.org.eproxy1.lib.hku.hk/10.1016/S0346-251X(96)00042-5)

     

    1. Tsui, A. B. M. (1996). English in Asian Bilingual Education - from Hatred to Harmony - A Response. Journal of Multilingual and Multicultural Development, Vol. 17, Nos. 2-4, 241-247. (Available from URL: http://www.multilingual-matters.net.eproxy1.lib.hku.hk/jmmd/017/jmmd0170241.htm)

     

    1. Tsui, A. B. M. (1996). The Participant Structures of TeleNex - A computer network for teacher development. International Journal of Educational Telecommunications.  Volume 2, No. 4, 171-197. 

     

    1. Tsui, A. B. M. (1996). Learning How to Teach Writing. In J. Richards & D. Freeman (Eds.), Teacher Learning in Language Teaching (pp. 97-124). New York: Cambridge University Press.

     

    1. Tsui, A. B. M. (1996). Reticence and Anxiety in Second Language Learning. In K. Bailey & D. Nunan (Eds.), Voices From the Language Classroom (pp. 145-167). New York: Cambridge University Press.

     

    1. Tsui, A. B. M. (1995). Social Factors in the Implementation of a Computer Network for English Language Teachers. Journal of Information Technology for Teacher Education, Vol. 4, No. 2, 149-164.

     

    1. Tsui, A. B. M. (1995). Exploring Collaborative Supervision in In-service Teacher Education. Journal of Curriculum and Supervision, Vol. 10, No. 4, 346-371.

     

    1. Tsui, A. B. M., Coniam, D., Sengupta, S., Wu, K. Y. (1995). Computer-Mediated Communication and Teacher Education - the case of TeleNex. In N. Bird with P. Falvey, A. B. M. Tsui , D. Allison, & A. McNeill (Eds.), Language and Learning (pp. 352-369). Hong Kong: Government Printer.

     

    1. Tsui, A. B. M. & Ki, W. W. (1994). Whence and Whither TeleNex - a Computer Network for English Language Teachers in Hong Kong. Curriculum Forum, Vol. 4, No.1, 1-12.

     

    1. Tsui, A. B. M. (1993). Grammar in the Language Curriculum. In Teaching Grammar and Spoken English (pp. 21-30), Hong Kong: Education Department, Government Printer.

     

    1. Tsui, A. B. M. (1993). Challenges in Education and Continuous Teacher Education.  In A. B. M. Tsui & I. Johnson (Eds.),Teacher Education and Development (pp. 13-28). Education Papers No. 18, Faculty of Education, Hong Kong University.

     

    1. Tsui, A. B. M. (1993). Helping Teachers to Conduct Action Research in ESL Classrooms. In D. Freeman & S. Cornwell (Eds.),New Ways in Teacher Education (pp. 171-175). Virginia: TESOL.

     

    1. Tsui, A. B. M. (1993). Making Supervision a Non-threatening Experience for Teachers. In D. Freeman & S. Cornwell (Eds.),New Ways in Teacher Education (pp. 176-179). Virginia: TESOL.

     

    1. Tsui, A. B. M. (1993). The Interpretation of Multi-act Moves in Spoken Discourse. In G. Francis, M. Baker & E. Tognini-Bonelli (Eds.), Text and Technology (pp. 75-94).  Amsterdam: John Benjamins.

     

    1. Tsui, A. B. M. (1992). A Functional Description of Questions. In M. Coulthard (Ed.), Advances in Spoken Discourse Analysis(pp. 89-110). London: Routledge.

     

    1. Tsui, A. B. M. (1992). Using English as Medium of Instruction and English Language Acquisition. In K. K. Luke (Ed.), Into the Twenty First Century: Critical Issues of Language in Education in Hong Kong (pp. 135-146). Hong Kong: Linguistic Society of Hong Kong.

     

    1. Tsui, A. B. M. (1992). Classroom Discourse Analysis in ESL Teacher Education. ILE Journal, Vol. 9, 81-96.

     

    1. Tsui, A. B. M. (1991). The Interpenetration of Language as Code and Behaviour. In E. Ventola (Ed.), Functional and Systemic Linguistics: approaches and uses (pp. 193-212). Berlin: Mouton de Gruyter.

     

    1. Tsui, A. B. M. (1991). The pragmatic functions of "I don't know". TEXT, Vol. 11, No. 4, 607-622.

     

    1. Tsui, A. B. M. (1991). The Description of Utterances in Conversation. In J. Verschueren (Ed.), Pragmatics at Issue (pp. 229-247). Amsterdam/Philadelphia: John Benjamins B.V.

     

    1. Tsui, A. B. M. (1991). Sequencing Rules and Coherence in Discourse. Journal of Pragmatics, Vol. XV, No. 1, 177-195.

     

    1. Tsui, A. B. M. (1991). Learner Involvement and Comprehensible Input. RELC Journal, Vol. 22, No. 2, 44-60.

     

    1. Tsui, A. B. M. (1991). Don't throw the baby out with the bath water - the place of grammar in communicative language teaching. Curriculum Forum, Vol. 3, 77-82.

     

    1. Tsui, A. B. M. (1989). Beyond the Adjacency Pair. Language in Society, Vol. 18, No. 4, 545-564.

     

    1. Tsui, A. B. M. (1989). Systemic Choices in Discourse Processes. WORD, Vol. 40, Nos. 1-2, 163-188. 

     

    1. Tsui, A. B. M. (1987). On Elicitations. In M. Coulthard (Ed.), Discussing Discourse (pp. 80-106), English Language Research Monograph Series, No. 14. U.K.: University of Birmingham.

     

    1. Tsui, A. B. M. (1987). Aspects of the Classification of Illocutionary Acts and the Notion of the Perlocutionary Act. Semiotica, Vol. 66, No. 4, 359-377.

     

    1. Tsui, A. B. M. (1987). Analyzing Different Types of Interaction in Second Language Classrooms. International Review of Applied Linguistics, XXV/4, 336-353. 

     

    1. Tsui, A. B. M. (1985). Analyzing Input and Interaction in Second Language Classrooms. RELC Journal, Vol. 16, No. 1, 8-32.

     

    1. Tsui, A. B. M, Johnson, F. C., Fu, G. & Boozer (1984). A Curriculum Model for The Design and Development of Instructional Materials at Post-Secondary Levels. In J. Read (Ed.), Case Studies in Syllabus and Course Design (pp. 80-95). Singapore: SEAMEO RELC.  

     
    Edited Special Issues of International Refereed Journal 
     

    1. Tsui, A. B. M. & Hedberg, J. (2003). Information Technology, Education and Society, 4(1). Australia: James Nicholas. (Guest-editing)

     

    1. Tsui, A. B. M. & Andrews, S. (Eds.). (2002). Special Issue of Journal of Asian-Pacific Communication, Summer 2002.

     

    1. Tsui, A.B.M. (Ed.). (1991). Curriculum Forum, Vol. 3.

     
    Keynote / Plenary Presentations
     
    International Conferences (presented/to be presented in the U.K, U.S., Italy, Sweden, Finland, Spain, Russia, S. Africa, Turkey, Mexico, Australia, New Zealand, India, Japan, Singapore, Malaysia, Indonesia, Brunei, Thailand, S. Korea, People’s Republic of China and Taiwan.)
     

    1. Plenary Speaker, “Sustainable Professional Development for English Teachers: What are the essential conditions?” The 65th TEFLIN (The Association for the Teaching Of English as a Foreign Language in Indonesia ) International Conference, 12 – 14 July 2018, Universitas Negeri Makassar, South Sulawesi, Indonesia.

     

    1. Keynote Speaker, “Transforming Student Learning: the journey of a university-wide curriculum reform.” 2018 Learning & Teaching Conference, 20 June 2018, University of Edinburgh, United Kingdom.

     

    1. Invited Speaker for two lectures, “Leadership in Higher Education & Leading Education Reform” and “Re-imagining Undergraduate Education & Leadership in Education Reform”. For development of the course “Modernization of the basis process in the university”, 20 & 23 April 2018, SKOLKOVO Business School, Moscow, Russia.

     

    1. Invited Speaker, “Internationalization of Universities and English as a Lingua Franca: Intercultural Integration or Segration?”. Retirement Celebratory Seminar in honour of Vice-Rector of the University of Helsinki, Professor Anna Mauranen, 18 September 2017, University of Helsinki, Finland.

     

    1. Keynote Speaker, “Recent Trends in English Language Teaching Policy and Practice in Asian Countries”. 2017 Modern English Education Society (MEESO) International Confernce, 14 July 2017, Konkuk University, Seoul, Korea.

     

    1. Speaker for Concurrent Session, “Understanding Meaning-making in EFL Classroom”. 2017 Modern English Education Society (MEESO) International Confernce, 14 July 2017, Konkuk University, Seoul, Korea.

     

    1. Keynote Speaker, “Re-imagining Undergraduate Education: Leadership in Curriculum Reform”. For the Programme ‘Rector School 12: rector personal reserve”, 04 June 2017, SKOLKOVO Business School, Moscow, Russia.

     

    1. Keynote Speaker, “Learning and Teacher Identity Formation in Initial ESL Teacher Education”. 2016 Pan-Korea English Teachers Association (PKETA) International Conference, 15 October 2016, Busan University of Foreign Studies, Busan, Korea.

     

    1. Invited Seminar Speaker, “Classroom Discourse: Theoretical Orientations and Methodological Approaches”, 14 October 2016, Pusan National University, Busan, Korea.

     

    1. Keynote Speaker, “On becoming an EFL Teacher”. The 33rd International Conference on English Teaching and Learning (ROCTEFL), 28-29 May 2016, National Changhua University of Education, Taichung, Taiwan.

     

    1. Keynote Speaker, “Linguistic Mediation of Learning Processes in Content Classrooms”.  ALAA/ALANZ/ALTAANZ conference on Learning in a Multilingual World, 30 November – 2 December, 2015, University of Southern Australia, Adelaide, Australia.

     

    1. Speaker, Research Centre for Cultures and Languages Symposium, 26-27 November, 2015, University of South Australia, Adelaide, Australia.

     

    1. Keynote Speaker, “What kind of English should be taught at university? A higher education language policy maker’s perspective”. 2015 International Conference on English for Specific Purposes, 23-24 October, 2015, Feng Chia University, Taichung, Taiwan.

     

    1. Keynote Speaker, Nakhon Sawan Rajabhat University International Conference on Language, Communication and Culture. August 15, 2015, Nakhon Swan, Thailand.

     

    1. Plenary speaker, Conference on “TESOL: Leading, Enhancing, and Transforming”, organized by Australian Council of TESOL Associations (ACTA), 30 September - 2 October, 2014, Melbourne, Australia.

     

    1. Keynote speaker, 14th national Community Languages and English for Speakers of Other Languages (CLESOL) Conference, 10-13 July 2014, Victoria University of Wellington, New Zealand.

     

    1. Keynote speaker, ALLT (Applied Linguistics and Language Teaching) Conference 2014, National Taiwan University of Science and Technology, 17-19 April, 2014.

     

    1. Keynote speaker, “Classroom Discourse in EFL Learning”, Conference on “Consulting of Teaching in Primary English Education”, organized by The Korea Association of Primary English Education, 18 January 2014, South Korea.

     

    1. Keynote speaker, Seminar on “Reforms in Higher Education and the Four-Year Undergraduate Program”, organized by the Lady Shri Ram College for Women, 7 Sept 2013, Delhi, India.

     

    1. Keynote speaker, “Foreign Language Classroom Discourse Research: Approaches, Major Issues and Future Developments”, V Colloquium on Research in Foreign Languages, 27-29 June 2013, the University of Veracruz, Mexico.

     

    1. Keynote speaker, “Re-imagining Undergraduate Education”, International Conference on Enhancement and Innovation in Higher Education: 10 years of enhancing the student experience, organized by Quality Assurance Agency for Higher Education  (QAA) Scotland, 11-13 June 2013, Crowne Plaza Hotel, Glasgow, U.K..

     

    1. Plenary speaker, “Does General Education or Liberal Arts Education still matter in the 21st Century?”, Conference on “The Futures of Chinese Higher Education” organized by Harvard China Fund, 14-15 June 2013, Shanghai, China.

     

    1. Plenary Speaker, Conference on “The Future on Indian Universities: Comparative Perspective on Higher Education Reforms”, 21-23 March 2013, O.P. Jindal Global University, Delhi, India.

     

    1. Invited speaker, “Bilingual Education - Policy into Practice”, Cambridge Horizons Seminar on “Bilingual Education: Cognitive Benefits and Policy into Practice”, organized by Cambridge International Examinations, 27 November, 2012, Singapore.

     

    1. Keynote speaker, “Nurturing Global Citizens in Undergraduate Education”, U21 Teaching & Learning Network Conference, 8-9 November 2012, National University of Singapore, Singapore.

     

    1. Keynote speaker, “The Conundrum of Standards Setting and Quality Assurance in Higher Education”, SAAIR Annual Forum 2012, organized by the Southern African Association for Institutional Research,  3-5 October 2012, University of the Free State, Bloemfontein, South Africa.

     

    1. Keynote speaker, “English as a Medium of Instruction and English as a Lingua Franca on Campus: Meeting the Challenges”, Second Executive Conference on International Affairs, 26 June 2012, National Chung Hsing University, Taichung, Taiwan.

     

    1. Plenary speaker, “Rising to the Challenges of Educational Reform at the University of Hong Kong”, Third Conference on Beyond the Glass Ceiling: Women Rectors across Europe – Achievements, Challenges and Opportunities, 21-23 May 2012, Istanbul Technical University, Istanbul, Turkey.

     

    1. Plenary speaker, “HKU Common Core Curriculum: Rationale and Implementation”, 高等?校文化育人研??暨第五次文化素?教育工作??, jointly organized by The Ministry of Education of the People's Republic of China Education and Tsinghua University, 13 April 2012.

     

    1. Introductory keynote speaker, “Achieving quality teaching in the context of the overall quality assurance policies”, OECD-IMHE “What Works” Conference, 5-6 December 2011, CETYS University, Mexicali, Mexico.

     

    1. Plenary speaker, “English as a Lingua Franca on Campus: Cultural integration or segregation?”, Research Centre for Languages and Culture Symposium, 14-15 November 2011, University of South Australia, Adelaide, Australia.

     

    1. Keynote speaker, “Delivering Curriculum Change: the Experience of the University of Hong Kong”, Council Strategy Day of the University of Birmingham, 27 September 2011, University of Birmingham, Birmingham, United Kingdom.

     

    1. Distinguished speaker, “Classroom Discourse Research and Classroom Ethnography”, the 27th Singapore Association for Applied Linguistics Lecture Series, 16 September 2011, Singapore.

     

    1. Keynote speaker, “Transforming Student Learning: 4-year undergraduate curriculum”, Curriculum Innovation International Network Meeting, 18-19 January 2011, University of Southampton, United Kingdom.

     

    1. Keynote speaker, “Expertise in Teaching: Situated Possibilities in EFL Classrooms”, 2010 PKETA International Conference, 9 October 2010, Gyeongsang National University, Jinju, Korea.

     

    1. Keynote speaker, “Culture and Identity in a Global Era: Re-envisioning the Undergraduate Curriculum”, Festival of Learning, 14 September 2010, King’s College London, United Kingdom.

     

    1. Keynote speaker, “Sociocultural Contexts and Pedagogical Possibilities”, Cutting Edges Annual Conference, 2-3 July 2010, Canterbury Christ Church University, Canterbury, United Kingdom.

     

    1. Invited speaker, “Internationalization of Higher Education, Language Policy, and Language Use”, Inaugural APEC-RELC International Seminar, 19-21 April 2010, SEAMEO Regional Language Centre, Singapore.

     

    1. Keynote speaker, “English as a Medium of Instruction in Content Classrooms and the Space of Learning”, 2010 International Conference on Applied Linguistics & Languages (ALLT), 16-17 April 2010, National Taiwan University of Science & Technology (NTUST), Taipei, Taiwan.

     

    1. Plenary speaker, “Internationalization of Higher Education and Its Implications for Language Policy”, Annual Conference of Applied Linguistics Association of Korea 2009, 5 December 2009, Chung-Ang University, Seoul, Korea.

     

    1. Keynote speaker, “Teachers’ Professional Learning in School-University Partnership”, 14th International Conference on Education, Bridging Worlds: Making Connections in Education, organized by the Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, 21-24 May 2009, Brunei Darussalam.

     

    1. Keynote speaker, “Local Understanding and Culturally Relevant Pedagogy”, 2009 International Conference on Applied Linguistics & Languages (ALLT), 16-18 April 2009, National Taiwan University of Science & Technology (NTUST), Taipei, Taiwan.

     

    1. Plenary speaker, “The Dialectics of Theory and Practice in Teacher Knowledge Development”, Bridging the Gap between Theory and Practice Conference, 26-28 February 2009, Department of English, University of Vienna, Vienna, Austria.

     

    1. Keynote speaker, “EFL Classroom Discourse as a Re-Mediating Semiotic Resource for EFL Learning”, 3rd CLS International Conference, CLaSIC 2008, 4-7 December 2008, Centre for Language Studies, National University of Singapore, Singapore.

     

    1. Guest speaker, “The Movement toward ‘General Education’ in Elite Universities”, Harvard-Berkeley International Forum on Chinese Higher Education, 10-12 October 2008, Harvard University Cambridge, Massachusetts, USA.

     

    1. Plenary speaker, “Internationalization of Higher Education and Linguistic Paradoxes”, International Conference 2008, Language Issues in English-medium Universities: A Global Concern, 18-20 June 2008, The University of Hong Kong, Hong Kong SAR.

     

    1. Plenary speaker, “Boundary-Crossing in Classroom Discourse Research”, 25th International Conference of English Teaching and Learning in R.O.C., 2008 International Conference on English Instruction and Assessment, 3-4 May 2008, National Chung Cheng University (NCCU), Chia-yi, Taiwan.

     

    1. Plenary speaker, “The Linguistic Constitution of the Space of Learning in Science Classrooms”, The TED – ELTC  ETeMS Conference 2007, Language, Mathematics and Science, Harnessing the Waves of Change, organized by Ministry of Education, Malaysia, 27-29 November 2007, Seremban, Malaysia.

     

    1. Plenary speaker, “Classroom Discourse as a Semiotic Resource for EFL Learning”, JALT2007: The Japan Association for Language Teaching 33rd International Conference, 22-25 November 2007, Tokyo, Japan.

     

    1. Plenary speaker, “Effective Teaching Strategies Reconceptualized: Teachers' Practical Knowledge”, CfBT-BELTA National English Language Conference Brunei, 23-24 August 2007, Brunei Darussalam.

     

    1. Keynote speaker, “Communicative Language Teaching or Cruel Language Teaching: Identity formation in EFL Learning and Teaching”, CELC Symposium 2007, 30 May – 1 June 2007, Singapore.

     

    1. Plenary speaker, “Linguistic Hegemony and Linguistic Paradoxes in Asian Contexts” SoLLs.INTEC.07 Language and Nationhood: Discourses Across Disciplines and Cultures, 15-17 May 2007, Universiti Kebangsaan, Subang Jaya, Malaysia.

     

    1. Plenary speaker, “The ESL Curriculum as an Additional Resource for Making Meaning”, Second International Language Learning Conference 2006, 23-25 November 2006, Penang, Malaysia.

     

    1. Plenary speaker, “Globalization & the Role of English in Asian Contexts”, 2006 SETA International Conference, 29-30 September 2006, Yeosu, South Korea.

     

    1. Plenary speaker, “Globalization and Language Policy Responses in Asian Contexts”, Invitational Symposium – Language Issues in English-medium Universities Across Asia, 8-9 June 2006, The University of Hong Kong, Hong Kong.

     

    1. Plenary speaker, “Confucianism and ‘Confusion’: Negotiating EFL teacher identity”, The 41st RELC International Seminar, Plenary paper, 24-26 April 2006, Singapore.

     

    1. Opening Plenary, “Language Policy and the Social Construction of National Cultural Identity”, KOTESOL, 15-16 October 2005, Seoul, South Korea.

     

    1. Opening Plenary, “Globalization and Challenges to EFL Teacher Education”, First National Symposium Foreign Language Teacher Education and Development, 23-25 September 2005, Beijing, People’s Republic of China.

     

    1. Plenary speaker, “Learning as Boundary-crossing in School-University Partnership”, 6-9 July 2005, Gold Coast, Queensland, Australia.

     

    1. Plenary speaker, “ESL Teacher Knowledge: an Interpretive Framework”, 22 International Conference on English Teaching and Learning, 4-5 June 2005, National Taiwan Normal University, Taipei, Taiwan.

     

    1. Opening Plenary, “Language Policy, Culture and Identity in the Era of Globalization”, International Association of Teaching of English as a Foreign Language (IATEFL) Conference 2005, 6-9 April, Cardiff, Wales, U.K.

     

    1. Plenary speaker, “Understanding L2 Teacher Knowledge”, Association of Language Awareness (ALA) International Conference, 19-21 July 2004, Lleida, Spain.

     

    1. Plenary speaker, “Understanding Expertise in Teaching”, International Council on Education for Teaching (ICET) World Assembly, 2004, 13-17 July 2004, Hong Kong.

     

    1. Public Lecture, “Learning a Second Language in the Primary School: Experiencing the World in a Different Way – the Case of TeleNex”, University of Giessen, 22 June 2004, Germany.

     

    1. Opening Lecture, “Learning a Second Language in the Primary School: Experiencing the World in a Different Way – the Case of TeleNex”, Research Colloquium: Language Technology and Foreign Language Teaching and Learning, University of Education, Freiburg, 23 June 2004, Germany.

     

    1. Keynote speaker, “Teachers’ Professional Development and Case Study Methodology”, National Conference on School-Based Curriculum Innovation, 21-24 December 2003, organized by the Ministry of Education (Basic Education) and Institute of Pedagogical Research (Shanghai), People’s Republic of China. 

     

    1. Plenary speaker, “Language Policies in Asian Countries: Issues and Dilemmas”, Asia TEFL International Conference, 7-9 November 2003, Busan, Korea.

     

    1. Plenary speaker, “Reframing the Object of Teaching and Learning: the impact of corpus evidence on language teachers”. Corpora and Language Teacher Education, International Conference on Corpus Linguistics, 24-26 October 2003, Shanghai, People’s Republic of China.

     

    1. Plenary speaker, “ICT for Teacher Development”, TEFL Convention of China 2002, co-sponsored by the National Advisory Committee on TEFL in Higher Education, the College English Teaching and Research Association of China, and the National College English Testing Committee, 12-15 October 2002, Nanjing, People’s Republic of China.

     

    1. Plenary speaker, “Corpus Linguistics and Teachers’ Language Awareness”, Beijing Normal University Centenary International Conference on English Teacher Education and Development, 26-28 August 2002, Beijing Normal University, Beijing, People’s Republic of China.

     

    1. Plenary speaker, “What Teachers Have Always Wanted to Know – and how corpora can help”, 15-20 October 2001, Tuscany Word Centre, Tuscany, Italy.

     

    1. Plenary speaker, “Corpus Linguistics and Language Awareness”, Second International Conference on Teaching of English (SICTE), 11-14 July 2001, Nanjing University, People’s Republic of China.

     

    1. Plenary speaker, “Maximizing CMC as a Collaborative Learning Environment for ESL Teachers”, ITMELT 2001, International Conference on Information Technology & Multimedia in English Language Teaching), 1-2 June 2001, Hong Kong Polytechnic University of Hong Kong, Hong Kong.

     

    1. Plenary speaker, “What do linguistic descriptions have to say about discourse?”, 8th Biennial Congress of the International Association for Dialogue Analysis (IADA), 19-21 April 2001, Göteborg University, Sweden.

     

    1. Plenary speaker, “The Impact of Teacher Education Programs on Teacher Learners”, Ninth National Conference of Subject Pedagogy for Teacher Universities, 27 November – 3 December 1999, Guangzhou College of Education, Guangzhou, People’s Republic of China.

     

    1. Plenary speaker, “In Search of Excellence in ESL Teaching”, ILEC 1999 (International Language in Education Conference), 17-19 December 1999, The Chinese University of Hong Kong, Hong Kong. 

     

    1. Plenary speaker, “Young ESL Writers’ Responses to Peer and Teacher Feedback in Writing”, Eighth International Symposium and Book Fair on English Teaching, 11-13 November 1999, National Taiwan Normal University, Taiwan.

     

    1. Plenary speaker, “Building an Electronic Community of Teachers”, International Conference on New Professionalism in Teaching organized by PACT, 15-17 January 1999, The Chinese University of Hong Kong, Hong Kong.

     

    1. Plenary speaker, “Professional Relevance and the De-professionalization of Teacher Education”, International Teacher Education Conference 98, 27-30 April 1998, held at East China Normal University, Shanghai, People’s Republic of China. 

     

    1. Featured speaker, “Cognitive Dimensions in Classroom Interaction”, Japan Association for Language Teaching (JALT) Conference, 20-24 November 1998, Omiya, Japan.

     

    1. Plenary speaker, “Teachers’ Professional Development and Teacher Education Policy in Hong Kong”, National Conference on Teacher Education, organized by Ministry of Education, PRC and Beijing Normal University, 25-30 August 1998, held at Beijing Normal University, Beijing, People’s Republic of China.

     

    1. Invited speaker, “Information Technology and Teacher's Professional Development” International Teacher Preparation and Professional Development Conference, hosted by National Commission on Teaching and America's Future, 21-25 July 1997, Bellagio, Italy, sponsored by Rockefeller Foundation. 1997, 20pp.

     
    Local Conferences 
     

    1. Keynote speaker, “RE-imagining Undergraduate Education: 334 Curriculum Reform”, Summer Institute organized by Faculty of Education, The University of Hong Kong, 06 June 2016.

     

    1. Distinguished Lecture, “Educating the “Global Citizen”: Policy and Practice in Asian Contexts”, organized by Faculty of Education, The University of Hong Kong, (rescheduled).

     

    1. Keynote speaker, “RE-imagining Undergraduate Education”, Summer Institute: Higher Education for Tomorrow, organized by Faculty of Education, The University of Hong Kong, 15 June 2015.

     

    1. Keynote speaker, “Cultivating Minds for the New Age”, 2nd Joint Convocation Conference on “Nurturing 21st Century Talents - The Way Forward for CUHK & HKU”, co-organized by CUHK Convocation and HKU Convocation, Chinese University of Hong Kong, 13 April 2013.

     

    4. Invited speaker, “Reflections on Leadership in Curriculum Reform”, Leadership in Higher Education: A One-day Workshop, organized by the HKU Community for Research in Higher Education and Centre for East Asian Studies, University of Bristol, held at HKU, 23 January 2013.
     
    5. Plenary speaker, “Re-envisioning Undergraduate Education”, Research into Practice in the Four-year Curriculum, organized by the HKU Centre for Applied English Studies, 1 June 2012.
       
    6. Keynote speaker, “Teachers' Professional Development: Phases and Factors”, Learning Celebrations 2006, organized by Education and Manpower Bureau, 7 July 2006.
       
    7. Keynote speaker, “Understanding the Collaborative Construction of Meaning among Young Learners in L2 Classrooms”, Language Seminar on Integration and Best Practices in English Language Teaching, organized by CECES, Hong Kong, 6 December 2003.
       
    8. Plenary speaker, “Medium of Instruction and Students’ Self-Perception, Motivation, Learning Strategies and Academic Attainment”, Symposium on Mother Tongue Education, organized by The University of Hong Kong, 27 April 2002.
     
    9. Plenary speaker, “Corpus as a Powerful Resource for Language Teaching and Learning”, Second Regional Conference on College English Teaching, organized by The Chinese University of Hong Kong, 28-30 June 2001.
     
    10. Plenary speaker, “Helping Children to Experience the World Through a Second Language”, CECES’ Regional Seminar, organized by CECES, held at The University of Hong Kong, 20 January 2001.
     
     

    Research and Development Projects
     
    Non-UGC Funded
     

    1. An investigation of good practices to enhance English language teaching in English medium and Chinese medium schools in Hong Kong (February 2003 – September 2004)  (Project Leader)  (Education and Manpower Bureau, Hong Kong Government Consultancy Study) (Amount: $2.96 m HK + $.09 m additional funding)

     

    1. TeleNex Project (Director) (1993 – 2005)

    (Total amount of funding awarded: $58.57m HK cash + $1.4m hardware support + communication lines.)
    This project involves the setting up of the Teachers of English Language Education Centre (TELEC) and a wide-area computer network called Teachers of  English Language Education Nexus (TeleNex) to provide professional support to English teachers in Hong Kong and to conduct research on the use of I.T. in enhancing teachers’ professional development.  For publications generated by this project, see www.telenex.hku.hk
     
     
    Year           Source of funding                       Cash (HKD)                Hardware
     
    1998-01     QEF                                              $30m.
     
    1997-98     Hong Kong Jockey Club              $ 6.15m.                      communication lines
                                                                                                               
    1996-97    H.K. Govt. Language Fund                  $ 7.96m.
                      H.K. Telecom Foundation                                                 communication lines
                                                                                                                (0.20m.)
                      H.K. Telecom (IMS)                                                         technical support +
                                                                                                                consultancy
    1995-96    H.K. Govt. Language Fund        $ 8.7m.                       
                      H.K. Telecom Foundation                                                 communication lines
                                                                                                                (0.20m.)
    1994-95    H.K. Telecom Foundation             $ 3m.                           communication lines
    1993-94    H.K. Telecom Foundation             $ 2.76m.                     $1.4m (computers,                                                                                                              etc.) +communication
                                                                                                                lines.
     

    1. Unified Professional Development Project (Project Leader) (1998-2003)
      Source of Funding:  QEF  (1998-2000: $12,156,400 HKD; 2000-2003: $9,450,000 HKD, totaling 21,606,400 HKD (roughly 1.84m GBP)
      This is a departmental project which aims to provide to a richer experience for student teachers during their practicum in partnership with schools.  Research is also being conducted on the professional development of student teachers and mentor teachers as well as the effective of the scheme.

     
    Website:  http://updp.hku.hk/
     

    1. Chinese as a Medium of Instruction Centre (CMI Centre) (1998-2003) (Principal investigator)
      Source of Funding: QEF (1998-2001: $11,550,455HKD; 2000-2003: $21,334,900HKD, totaling 32,885,355 HKD (2.8m GBP)
      (Co-Principal investigators: S.K. Tse, M.S.K. Shum, and Ki Wing Wah)
      This project sets up a computer network and conducts workshops to provide professional support to all teachers teaching in Chinese medium schools.  Research on the classroom discourse and learning in English and Chinese medium schools are also being conducted.

    Website:  www.cmi.hku.hk/index.htm
     

    1. The impact of the medium of instruction on students’ self-esteem, motivation, learning strategies.  (1998-2002)  (Principal investigator)

    Funding Source:  internal research grant $1.3m HKD)
    (Co-investigator: Farideh Salili, Department of Psychology)
    This project is a three year longitudinal study on the effect of the choice of medium of instruction has on students’ self-esteem, motivation, and learning strategies. 
     
    Research Grants Council Funded
     
    1.       Completed
     
    “An investigation into the impact of school-university partnerships in teacher education in Hong Kong” (Co-investigator) (November 2000-December 2002)
    Amount awarded: $807,817.00 HKD.
    Principal investigator: J. Day, Faculty of Education
     

    1. Completed

     
    "The application and effectiveness of computer-mediated communication (CMC) in the professional development of English Language teachers in secondary schools in Hong Kong."  (Principal investigator) (Sept 1994-Aug 1998)
    Amount awarded:  $951,000.00 HKD. 
    This research project investigates the effect of participation in CMC, specifically TeleNex, on the subject knowledge, teaching competence and confidence of secondary school English teachers in Hong Kong.  It also examines the patterns of conference interaction on the network.