iholmesPGCert_2025

Month: December 2025

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Reflective Posts

8. So what: What now? Findings +Master Reference List

Master Reference List:

AdvanceHE (2017) flipped learning. Available at: https://www.advance-he.ac.uk/knowledge-hub/flipped-learning#:~:text=A%20pedagogical%20approach%20in%20which,Assessment%20and%20feedback (Accessed 28 November 2025)

Albaba, M.B. (2025) ‘Proposing a linguistic repertoires perspective in multilingual higher education contexts,’ Journal of Learning Development in Higher Education (36)​

Alverson, M. (2012) ‘Views on interviews: A skeptical review,’ in Interpreting Interviews, 9- 42, Sage ps://dx.doi.org/10.4135/9781446268353

Anderson, L. W., and Krathwohl, D. R. (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman. 

Archer, M. S. (2007). Making our way through the world: Human reflexivity and social mobility. Cambridge: Cambridge university Press.

Bhaskar, R. (1989) Reclaiming reality: A critical introduction to contemporary philosophy. Routledge​

Bhaskar, R. (2008) A Realist Theory of Science. Routledge​

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R., (1956) ‘Taxonomy of educational objectives: The classification of educational goals.’ Handbook 1: Cognitive domain. pp. 1103-1133 New York: Longman.

Bourdieu, Pierre (1977). Outline of a Theory of Practice. Cambridge University Press.​

Bourdieu, P. (1993) The Field of Cultural Production: Essays on Art and Literature. Columbia University Press​

Braun, V. and Clarke, V. (2020) Thematic Analysis: A Practical Guide. Sage

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R., (1956) ‘Taxonomy of educational objectives: The classification of educational goals.’ Handbook 1: Cognitive domain. pp. 1103-1133 New York: Longman.

CE- Council of Europe (2025) ‘Common European Framework of Reference for Languages (CEFR): Mediation. ‘Available at https://www.coe.int/en/web/common-european-framework-reference-languages/mediation (Accessed on 25/05/25) 

Chun, C. W., (2015) Power and meaning making in an EAP classroom: Engaging with the everyday. Multilingual Matters​

Citton, Y. (2019) ‘Attention Agency Is Environmental Agency’ in Waddick Doyle & Claudia Roda (ed.), Communication in the Age of Attention Scarcity, Cham, Palgrave Macmillan, 2019, p. 21-32

Cook, T. (2009) ‘The purpose of mess in action research: building
rigour though a messy turn,’ Educational Action Research, 17- (2)- 277-291, DOI:
10.1080/09650790902914241

Creswell, J. W. (2013) Qualitative inquiry and research design: choosing among five approaches. 3rd ed. London: Sage Publications Ltd.

Crouch, C., and Pearce, J. (2012) Doing research in design. Bloomsbury

Fantini, A.E. (1989) ‘Language and Worldview’ Journal of Bahá’í Studies Vol. 2-2: this paper was presented in Ottawa, October 7–10, 1988, at the Association’s Thirteenth Annual Conference, “Towards a Global Civilization.”   

Fight Club (1999) Directed by D. Fincher. [Feature Film] 20th Century Fox

Friere, P. (2005) Pedagogy of the Opressed: 30th Anniversary Edition, (Originally published 1970): New York: Continuem 

García, Ofelia (2009). ‘Education, multilingualism and translanguaging in the 21st century.’ In: Ajit Mohanty, Minati  Panda, Robert  Phillipson and Tove Skutnabb-Kangas (eds). Multilingual Education for Social Justice: Globalising the local. New Delhi: Orient Blackswan, pp. 128-145

Gray, C., and Malins, J. (2007) Visualizing Research: A Guide to the Research Process in Art and Design, Taylor & Francis Group​

Haim, O., & Manor, R. (2025) ‘Exploring translanguaging in academic discourse through an ecological analytic lens.’ International Journal of Bilingual Education and Bilingualism, 28(4), 449–464. https://doi.org/10.1080/13670050.2024.2433145

Holmes, I. (2025a) IP Unit_ Reflective Report. Available at: https://pgcertianholmes2025.myblog.arts.ac.uk/2025/07/15/intervention-reflective-report_-fostering-inclusivity-in-the-international-multi-lingual-multi-cultural-university-space/ (Accessed 12 December 2025)

Holmes, I.D. (2025) ‘Framing COVID-19: ‘How UK government and media narrated the “crisis,”’ Politics and Policy, Vol. 53 (3) https://doi.org/10.1111/polp.70040 

Kulkarni T., Toksha, B., and Gupta P.A. (2022) ‘Applications of Artificial Intelligence in Learning Assessment’ in Artificial intelligence in higher education ed. Phrashant A Gupta. DOI:10.1201/9781003184157-5​

Krashen, S.D. (1981) Second Language Acquisition and Second Language Learning. Pergamon Press Inc.

Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). ‘Taxonomy of educational objectives: The classification of educational goals.’ Handbook II: Affective domain. David McKay Co.​

Krathwohl, D.R. (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’ Theory Into Practice,  Vol. 41 (4), pp. 212-218 Available at: https://www.jstor.org/stable/1477405 (Accessed 11 February, 2025)

Lenette, C. (2024) PAR: Participatory action research. August 2024 (Available at: https://moodle.arts.ac.uk/pluginfile.php/2190224/mod_folder/content/0/Lenette%20%282024%29%20PAR%20%28Video%29.mp4?forcedownload=1 (Accessed 25 October 2025).

Matthiessen, C., & Halliday, M. (1997). Systemic functional grammar (1st ed.) 

Monbec, L. and Ding, A. (2024) Recovering Language in Higher Education Social Justice, Ethics and Practices. Palgrave Macmillan

Newman, J. (2020) ‘Critical realism, critical discourse analysis, and the morphogenetic approach.’ Journal of Critical Realism, 19 (5) pp. 433- 455.​

Odenayi, V. (2022) ‘Reimagining Conversations,’ Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0032/359339/Reimagining-Conversations_FINAL.pdf (Accessed on 26.09.2025)​

Olmos-Vegaa , F.M., Stalmeijerb, R.E. Varpioc, L. and Kahlked, R. (2023) ‘A practical guide to reflexivity in qualitative research.’ AMEE Guide No. 149. Vol. 45, (3) pp. 241–251   

O’Reilly J. (2025) Workshop 1: Action research project, 2025-26 PG Cert Academic Practice. London College of Communication, 26 September 2025

Paul, A. (2005) Stuart Hall: “Culture is always a translation.” Available at: https://www.caribbean-beat.com/issue-71/culture-always-translation (Accessed on 17.03.2025) 

Porto, M., and Zembylas, M. (2020) Pedagogies of discomfort in foreign language education: cultivating empathy and solidarity using art and literature,’ Language and Intercultural Communication, 20(4), 356–374. https://doi.org/10.1080/14708477.2020.1740244

Matthiessen, C., & Halliday, M. (1997). Systemic functional grammar (1st ed.)  

Newman, J. (2020) ‘Critical realism, critical discourse analysis, and the morphogenetic approach.’ Journal of Critical Realism, 19 (5) pp. 433- 455. 

Nunan, D. (1991) ‘Communicative Tasks and the Language Curriculum.’ TESOL Quarterly. 25 (2): 279–295.  Available at: doi:10.2307/3587464. JSTOR 3587464. (Accessed on 20 February 2025) 

Nguyen, D.J.,Mathuews, K., Herron, A. Troyer, R.,  Graman, Z., Goode, W.A., Shultz, A., Tackett, K. and Moss, M. (2019) ‘Learning to become a scholar-practitioner through research experiences,’ Journal of Student Affairs, Research and Practice, Vol 56 (4) pp. 365-378, DOI: 10.1080/19496591.2019.1611591 

Poehner, M.E., and Lantolf, J.P. (2024) Sociocultural Theory and Second Language: Developmental Education
Elements in Language Teaching. Cambridge: CUP. DOI: 10.1017/9781009189422

Robinson, D. (2022) ‘Ethics of performance and scholarship: Giving/ taking notice,’ Performance Matters Vol. 8 (1) pp. 24- 36

Saunders, M.N.K., Thornhill, P., and Lewis, A. (2023) Research methods for business students: Ninth ed. Pearson

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, Vol. 11, pp. 17-46.
http://dx.doi.org/10.1093/applin/11.2.129

Schmidt, R. (2010). ‘Attention, awareness, and individual differences in language learning.’ In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J.W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010 pp. 721-737. Singapore: National University of Singapore, Centre for Language Studies

Schön, D. A. (1983) The Reflective Practitioner. New York: Basic Books.

Shepherd, K. (2007) ‘Higher education for sustainability: seeking affective learning outcomes,’ International Journal of Sustainability in Higher Education Vol. 9 (1), pp. 87-98 DOI 10.1108/1467637081084220

Smeenk, W., Mayer, C., and James, E. (2025) ‘The Empathy Compass for addressing Societal Challenges in Education. A tool for higher education to stimulate, facilitate and assess empathic awareness in multistakeholder collaborations,’ Higher Education Research & Development pp. 1-19​
https://doi.org/10.1080/07294360.2025.2510670

Tesch, R. (1990) Qualitative Research: Analysis Types and Software Tools, pp. 77–111 Falmer​

UAL (2023) Roots and Routes. Available at: https://millbankexhibition.myblog.arts.ac.uk/2023/07/19/roots-and-routes/ (Accessed on 17.03.25) 

von Unger, H (2021) ‘Ethical reflexivity as research practice,’ Historical Social Research / Historische Sozialforschung, Vol. 46, (2)- Special Issue: ‘Reflexivity between science and society,’ pp. 186-204 

Widdowson, H.E. (1983) Learning Purpose and Language Use. Oxford University Press​

Wiltshire, G. (2021) Introducing critical realism: Workshop four- analysis. Available at: https://www.youtube.com/watch?v=nFpZYF0dF38 (Accessed 20 Nov 2025)

Zembylas, M. (2024) ‘Affect, race, and white discomfort in schooling: Decolonial strategies for ‘pedagogies of discomfort’,’ in Critical philosophy in race and education. Routledge​

Zhang, H. (2021) ‘Translanguaging space and classroom climate created by teacher’s emotional scaffolding and students’ emotional curves about EFL learning,’ International Journal of Multilingualism. DOI: 10.1080/14790718.2021.2011893

 

Categories
ARP

7. Noticing Otherwise #2: Narration of the teacher/learner

The first thing I narrated from my position as learner/ noticer, was my access the European languages, they all had similar forms. Fashion for example, was in all the European languages represented variations of the Greek moda, highlighting the historical and etymological foundation of so many European languages – and how this provides Europeans with access to meaning through visual (and phonological) proximity. I was not able to identify any pattern between Hindi, Mandarin, Hebrew, Thai, for example (interestingly of all the Asian languages represented Vietnamese is the only one to use Roman characters) Reflecting on the root moda, I narrated my connection to the English mode, the verb and noun form model –it’s relationship to both the verb to fashion, and its significance to fashion (the noun). I also observed that the French translation for the adjective fashionable – elegant – is also a word in English, with a related (polysemic), but not precisely the same (synonymous) meaning. This prompted me to point out the homographic proximity between French and English. 

With those languages for which I do not have access. my focus became what I could notice about the repetition of / or differentiation of characters between noun verb and adjective form, the suggestion of affixes and where they might be in relation to the root word. I then invited the speakers of these languages to explain how it works. I commented that this gives me – the non-literate in the non-Roman script some access to the language which I can otherwise only appreciate on an aesthetic level. 

One observation I made was that, when we looked at translations of communication – communicate – communicative – (much like the homographic, polysemic – fashion in English) – the Mandarin verb and noun is both homographic and homophonic. I also learned that, whilst being able to recognize Hebrew – I had never seen it being written – not realizing that, like Arabic, it was written right to left. This created some discussion around how we might read images differently having been conditioned to read text in a particular direction.   

I was reacting to what I could see, and as Citton (2019, p. 2) suggests a significant part of our attentional behaviour is reactive, and this reaction ‘is massively conditioned by the sum of previous impressions and external circumstance.’ My positionality as a teacher interested in how languages work no doubt informed my reactive noticing. However, identifying and reflecting on aspects of positionality regarding what is noticed aims to move towards a non- normative noticing, what Robinson (2022, p. 24) calls noticing otherwise; the practices of both giving and taking notice having potential for change regarding the terms and time of attention (Ibid). The act of asking students to hand write in their own language on a whiteboard was in part an attempt to focus attention away from the digitally mediated space and into the classroom space, finding myself the model in noticer, in the hope that the students may find some value in noticing each other’s multilingual – multicultural identities. 

(500 words)

References

Citton, Y. (2019) ‘Attention Agency Is Environmental Agency’ in Waddick Doyle & Claudia Roda (ed.), Communication in the Age of Attention Scarcity, Cham, Palgrave Macmillan, 2019, p. 21-32. 

Robinson, D. (2022) ‘Ethics of performance and scholarship: Giving/ taking notice,’ Performance Matters Vol. 8 (1) pp. 24- 36

Categories
ARP

6. Noticing #1: Flipping the classroom

Although the worlds of EAP (English for Academic Purposes) and ESL (English as a Second Language) differ in respect of their focus, my experience of SLA (Second Language Acquisition) has undoubtedly informed my approach to Language Development at UAL. A debate in SLA is that between the idea that genuine learning – ‘language acquisition’ is a subconscious process, conscious learning having very little impact on actual production or comprehension (Krashen, 1981); and the thesis put forward by Schmidt (1990, p. 131) that consciousness is a useful part of learning because, amongst other things, it focuses on the importance of attention as a concept. This ‘noticing hypothesis’ posits that unless it is consciously registered – input does not become intake in language learning – and more broadly SLA is ‘driven by what learners pay attention to and become aware of’ (Schmidt, 2010). In essence people learn about the things they pay attention to – and do not learn much about the things they don’t (Ibid).  

The aim behind my intervention in making ‘autonomous languages’ (Garcia, 2009) visible was less about learning these languages, and more about noticing them – the patterns, the differences, and whether this could help us empathize and understand each other culturally, using language as a cultural lens. 

Before implementing the intervention, (after clearing the ethics form with supervisors and course leaders), I briefed the students about the action research project. I told them that we would be doing an exercise that would involve their participation, and my research would involve me asking them about what they thought and how they felt about doing the exercise, and/or seeing the exercise being done, and the product of the exercise. I also told them that, as is the case with research, we did not know what was going to happen.  

I knew that I wanted to create a discussion around the product of the exercise, and that this would involve some metalinguistic framing, but I did not really plan anything beyond this. The intervention and the discussion would be an act of discovery both for myself and the learners. Once the exercise was completed and we had a whiteboard which centred on the ‘parts of speech’ forms in English with translations of the other languages of the learners (see example figure 1), my instinct was to focus the learners on what I could see – from my position – central to the process (Crouch and Pearce, 2015, p. 62).   

The exercise itself was an adaptation of the ‘flipped classroom’ strategy, whereby students’ acquisition of knowledge prior to the class is practiced ‘through interaction with peers and teachers’ in the class time (AdvanceHE, 2017). However, in this instance, the knowledge would be that acquired through the lived experience of the learners: their first language. This also changes the power dynamic between myself and the learners – they are the experts in their own language for which they have access, but I do not, especially those languages that do not use Roman script (See Noticing Part II) .

(500 words)

References

AdvanceHE (2017) flipped learning. Available at: https://www.advance-he.ac.uk/knowledge-hub/flipped-learning#:~:text=A%20pedagogical%20approach%20in%20which,Assessment%20and%20feedback (Accessed 28 November 2025)   

 Krashen, S.D. (1981) Second Language Acquisition and Second Language Learning. Pergamon Press Inc.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, Vol. 11, pp. 17-46.
http://dx.doi.org/10.1093/applin/11.2.129

Schmidt, R. (2010). ‘Attention, awareness, and individual differences in language learning.’ In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J.W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010 pp. 721-737. Singapore: National University of Singapore, Centre for Language Studies