Dr Neil England has taught English as a Foreign Language (EFL) and been involved in pre- and in-service EFL teacher education in Australia, Indonesia, Japan, Singapore and the United States. Neil's PhD from the University of Sydney was a study of the epistemology of practice of a group of Indonesian state sector EFL teacher educators, and of the workings of intercultural dialogue in research of this kind. Before joining the School of International Studies, he was at UTS: Insearch, where he taught English for Academic Purposes (EAP) and worked on a number of EAP curriculum development projects as a materials writer and consultant.
TESOL International Association
Association for Academic Language and Learning
Can supervise: YES
Curriculum development in language teaching
English for Academic Purposes
Language teacher education
Language teacher cognition
Australian Language and Culture Studies Program
Academic English Program
England, NA 2018, Researching Your Teaching and Learning Context, SEAMEO Regional Language Centre, Singapore.
England, NA 2018, 'Interview Data in Action Research', Humanising Language Teaching, vol. 20.
England, N 2017, 'Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research', TESOL Quarterly, vol. 51, no. 1, pp. 229-238.View/Download from: UTS OPUS or Publisher's site
Language teacher cognition research is understood as the investiga-tion of 'what language teachers think, know and believe' (Borg,2006, p. 1) and, in most cases, how it relates to teachers' classroompractices. The most common unit of analysis in this type of research isthe individual (Borg, 2006). This work is normally informed bybroader constructs of teacher knowledge in general, as opposed to thespecialised knowledge of language teachers. One such construct is per-sonal practical knowledge (Clandinin & Connelly, 1986; Golombek,1998). Personal practical knowledge is understood to be experiential,situated, and storied, embedded in daily classroom practices and con-structed and reconstructed through personal narratives of life andclassroom experiences. As such, it is usually seen as idiosyncratic. Moststudies of personal practical knowledge, therefore, use the individual as the unit of analysis on the assumption that 'each person's knowledge cannot be codiﬁed across individuals without damaging important nuances of meaning' (Carter, 1990, p. 304).
England, NA 2018, 'Pre-sessional English for Academic Purposes in the Australian Context,The TESOL Encyclopedia of English Language Teaching.', John Wiley & Sons, Inc..