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
I have worked on a number of research projects in the field of TESOL. The report from our latest project, Master's programmes in ELT: A survey of UK provision and student experiences, has just been published on the British Council's website.
My research projects include:
Master's programmes in ELT: A survey of UK provision and student experiences. British Council English Language Teaching Research Partnership (ELTRP) Award (2015) Prof. Fiona Copland (PI), Dr. David Bowker, Dr. Eddy Moran, Dr. Vander Viana (all University ofStirling)
Investigating NEST schemes around the world: supporting NEST/NNEST collaborative practices. British Council English Language Teaching Research Partnership (ELTRP) Award (2013) Dr Fiona Copland (University of Stirling, PI), Dr. Sue Garton (Aston University) and Dr Steve Mann (Warwick University).
Developing the Teaching of Modern European Languages: Modernising Language Teaching through the Development of Blended Masters Programmes (2013-2016). EU TEMPUS Award Dr. Sue Garton (PI), Dr. Fiona Copland, Dr. Muna Morris- Adams, Dr. Nur Hooton (all Aston University)
Key factors and challenges in transition from primary to secondary schooling in ELT: An international perspective. (2012). British Council ELTRP Award Professor Anne Burns (PI), Dr Fiona Copland, Dr. Sue Garton, Dr Muna Morris Adams (all Aston University).
Activities for Teaching Young Learners (2011) British Council English Language Teaching Research Award (ELTRA) Fiona Copland (PI), Dr Sue Garton (both Aston University)
Investigating Global practices in teaching English to Young Learners (2010) British Council ELTRA. Dr. Sue Garton (PI), Dr Fiona Copland and Professor Anne Burns (all Aston University)
Taking Steps towards CLIL (2010-2011) LinkedUp Awards Scheme. £4,415 Fiona Copland (PI), Dr Sue Garton (both Aston University).
Pelletier C, Kneebone R, Rutter J, Copland F, Mumford C, Murdoch J, Pulvermacher Y, Cito PC & Swinglehurst D (2018) Learning safely from error: Reconsidering the ethics of simulation-based medical education through ethnography (Working Paper). Working Papers in Urban Language and Literacies, 237. British Association of Applied Linguistics (BAAL).
Copland F (2018) Reflecting on the ethics of researching communication in superdiverse contexts. In: Creese A & Blackledge A (eds.) The Routledge Handbook of Language and Superdiversity. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 133-146. https://www.routledge.com/The-Routledge-Handbook-of-Language-and-Superdiversity/Creese-Blackledge/p/book/9781138905092.
Copland F, Viana V, Bowker D, Moran E, Papageorgiou I & Shapira M (2017) ELT master’s courses in the UK: students’ expectations and experiences. ELT Research Papers, 17.04. British Council. https://www.teachingenglish.org.uk/article/elt-master%E2%80%99s-courses-uk-students%E2%80%99-expectations-experiences.
Copland F & Creese A (2016) Ethical issues in linguistic ethnography: Balancing the micro and the macro. In: De Costa P (ed.) Ethics in applied linguistics research: Language researcher narratives. Second Language Acquisition Research Series. New York: Routledge, pp. 161-178. https://www.routledge.com/Ethics-in-Applied-Linguistics-Research-Language-Researcher-Narratives/De-Costa/p/book/9780415739061; https://doi.org/10.4324/9781315816937
Copland F, Mann S & Garton S (2016) Introduction: Positions, experiences and reflections on the native speaker issue. In: Copland F, Garton S, Mann S (ed.). LETs and NESTs: VOices, Views and Vignettes, London: British Council, pp. 5-19.
Garton S & Copland F (2015) Teaching English to Young Learners in Europe: teachers’ attitudes and perspectives. In: Linn A, Bermel N, Ferguson G (ed.). Attitudes towards English in Europe. Language and Social Life, 2, Berlin: de Gruyter Mouton, pp. 321-344.
Copland F (2015) Examining talk in post-observation feedback conferences: learning to do linguistic ethnography. In: Snell J, Shaw S, Copland F (ed.). Linguistic Ethnography: Interdisciplinary Explorations. Palgrave Advances in Language and Linguistics, London: Palgrave Macmillan, pp. 110-128.
Shaw S, Copland F & Snell J (2015) An introduction to linguistic ethnography: interdisciplinary explorations. In: Snell J, Shaw S, Copland F (ed.). Linguistic Ethnography: Interdisciplinary Explorations. Palgrave Advances in Language and Linguistics, London: Palgrave Macmillan, pp. 1-13.
Conteh J, Copland F & Creese A (2014) Multilingual teachers’ resources in three different contexts: empowering learning. In: Conteh J & Meier G (eds.) The Multilingual Turn in Languages Education: Opportunities and Challenges. New Perspectives on Language and Education. Bristol: Multilingual Matters, pp. 158-178. http://www.multilingual-matters.com/display.asp?K=9781783092222
Copland F (2008) Deconstructing the Discourse: Understanding the Feedback Event . In: Garton S, Richards K (ed.). Professional Encounters in TESOL: Discourses of Teachers in Training. Communicating in Professions and Organizations, Basingstoke: Palgrave, pp. 2-53.