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University of Stirling

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Professor Fiona Copland

Professor

Education University of Stirling, Stirling, FK9 4LA

Professor Fiona Copland

About me

I am Professor of TESOL in theFaculty of Social Sciences, where I am also Associate Dean Research. I started my TESOL career in Nigeria, where I stayed for two years working in a secondary school as a volunteer with VSO (Voluntary Service Overseas). After taking a PGCE at University of Manchester, I then spent two years in Hong Kong in a secondary school in the New Territories (as part of a British Council scheme) before moving to Japan, where I spent five years working for the British Council in Iidabashi. During this time, I team-taught in Junior High Schools, taught adults English and became Director of CELTA programmes. On returning to the UK, I took an MA in Applied Linguistics at the University of Birmingham and spent a number of years as a director of CELTA and DELTA programmes in Birmingham. I have worked in the Universities of Birmingham, Birmingham City and Aston, where I directed various MA and MSc programmes in TESOL and teacher education. I have a range of research interests within TESOL. I have published widely on teacher feedback conferences in pre-service teacher education and on teaching English to young learners. I am also interested in materials design and development. I am currently focusing on team teaching between NESTs (native English speaker teachers) and LETs (local English teachers), and on the experiences of international students in the UK. More broadly, I have been very involved with the Linguistic Ethnography Forum, a special interest group of BAAL, and have published two books which focus on linguistic ethnographic methodologies. I am currently editing The Routledge Handbook of Teaching English to Young Learners with Dr Sue Garton, which should be available in 2018. I have supervised a number of PhD students to completion and am currently superivising research students working on the folloiwng projects:

English language policy enactment in primary schools in Japan; Learning to teach English in Japanese Junior High Schools. Teachers' language socialisation; Chinese students' linguistic repertoires in the Master's TESOL classroom; Native and non native speakers' identity constructions The effects of direct and indirect writtten corrective feedback in Omani secondary schools.

I am interested in researching doctoral students in the following areas:

Language teacher education Teaching English to young learners Language and ideology Classroom langauge use Materials design Linguistic ethnography.

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