Apresentação Pessoal

I teach on the faculty's Masters and Doctoral programmes in Primary and Secondary English Language Teaching, and also on undergraduate general English courses.  I supervise Masters and Doctoral theses and teaching practice, and I conduct the faculty's English language level tests for potential Erasmus students.  I am the coordinator ("regente") for a range of undergraduate, postgraduate and Continuing Education English courses.    

In addition to teaching and coordination, I carry out research for CETAPS / Working CLIL, including Erasmus-funded projects.  My main research area is L2 classroom pedagogy and my work has focussed on Vygotskian Sociocultural Theory and its role in peer interaction, learner languaging, scaffolding and microgenetic development, and also on codeswitching, error correction and assessment in CLIL.  My papers on learning and teaching have been published in peer-reviewed journals including System, ELTJ and the International Journal of Educational Research, and also in teachers’ magazines such as ETP, MET and the APPI Journal.  I have presented my research at international conferences including AAAL and BAAL. I peer-review for journals that include TESOL Quarterly, System, JEAP, JCAL, and Interactive Learning Environments. 

I hold a PhD in Applied Linguistics from the University of Lancaster in the UK, in addition to CELTA, DELTA, an MA in Applied Linguistics & TESOL, and a BA (Hons) in Hispanic Studies. 

Before working at FLUP I taught English (general and EAP) and trained language teachers at universities and language schools in the UK, Spain, Ecuador and Colombia.   

Publications

(In press) Independent language study compared to communicative pairwork: effects on languaging and learning. e-TEALs TEFL8 Special Issue (manuscript accepted for publication)

2023    A comparison of learning outcomes between EFL course delivery modes.  Via Panorâmica; Revista de Estudos Anglo-Americanos, série 3, vol. 12, n.º 2. https://doi.org/10.21747/2182-9934/via12_2a1

2022    “Cognitive Engagement compared between EFL delivery modes”. Linguarum Arena, 13: 101 - 117.  http://doi.org/10.21747/1647-8770/are13a6  

2022  “Scaffolding: deconstructing what it is and isn’t”.  APPI (Associação Portuguesa de Professores de Inglês) Journal, 21

2021  “Languaging and learning in independent EFL study compared to collaborative pairwork”.  International Journal of Educational Research Open, Volume 2 https://doi.org/10.1016/j.ijedro.2021.100102  

2021      “Group class, one-to-one tuition or self-study?". APPI (Associação Portuguesa de Professores de Inglês) Journal, 18

2012     “Coded and uncoded error feedback: Effects on error frequencies in adult Colombian EFL learners’ writing”.  System, 40/4 https://doi.org/10.1016/j.system.2012.10.001 

2012     “Learner code-switching versus English only”.  English Language Teaching Journal, 66/3 https://doi.org/10.1093/elt/ccr067

2012     “A mare’s NEST? Untangling learner beliefs about native speaking teachers”. English Teaching Professional, 81

2012     “Key-pals: a Colombian case study”.  Modern English Teacher, 21/2

2010     “Old dogs, new tricks: a critical look at the Critical Period”.  Modern English Teacher, 19/4

Conference speaking

Feb 2024      Languaging and learning in different EFL delivery modes: taking stock of the research so far.  CETAPS/TEALS Advanced Research Seminar, Universidade NOVA de Lisboa, Portugal (opening keynote speaker).

Oct 2023     “Cognitive Discourse Functions in CLIL: developing and trialling assessment rubrics”.   APPI regional Seminar, Póvoa de Varzim, Portugal.    

July 2023     “Developing rubrics for assessing Cognitive Discourse Functions in CLIL”.  Working CLIL 3^rd Annual Colloquium, University of Porto, Portugal

Jan 2023      “Independent language study compared to communicative pairwork: effects on languaging and learning”.  8^th TEFL Conference, FCSH, Nova University Lisbon, Portugal    

Nov 2022      “Improving reliability in approaches to assessing Cognitive Discourse Functions”.  IBModel Conference on Evaluation and Assessment in CLIL programmes, University of Porto, Portugal

Dec 2021          "Languaging and learning in independent EFL study compared to collaborative pairwork". III International Conference Aprolinguas 2021, Universidade do Algarve, Portugal

Jan 2021; Jan 2022; Jan 2023 “Techniques for Effective Academic Presentations in English”. Eugloh Partners Talks, Paris-Saclay University, France 

Sep 2016         “Language-Related Episodes and Learning Impact across EFL Course Delivery Modes”.  British Association of Applied Linguistics (BAAL), Anglia Ruskin University, Cambridge, UK 

Mar 2015         “Language-Related Episodes and Learning Impact across EFL Course Delivery Modes”.  American Association of Applied Linguistics (AAAL), Toronto, Canada

Dec 2014         “Planning and Adapting Activities for CLIL”.  Centre de Profesores, Conselleria de Educació de les Illes Balears, Spain.

July 2014         “Language-Related Episodes Compared Across Three EFL Course Delivery Modes: a Theoretical Framework and Research Design”.  IX International Postgraduate Conference in Linguistics and Language Teaching, Lancaster University, UK. 

Jan 2014          “Text-Based Presentations and Guided Discovery”.  Jornadas de la Escuela Oficial de Idiomas de Manacor, Spain.

Dec 2013         “Exploiting and Adapting Coursebooks”. Jornadas de la Escuela Oficial de Idiomas de Manacor, Spain.

Nov 2013         “Text Reformulation Tasks in Secondary Classes”. Association of English Language Teachers of the Balearic Islands (APABAL), Spain.

July 2005         “Quality Teacher Talk as Comprehensible Input”.  Ecuadorian Federation of University Language Teachers (FENAPIUPE), Ecuador.

Oct 2004          “Teaching Cultural Awareness in the EFL classroom”.  Ecuadorian Federation of University Language Teachers (FENAPIUPE), Ecuador.