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IP_Intervention

Inclusive Practice: Intervention (Formative) – Making the plurality of language visible- intercultural mediation and exploration of ‘world view.’

This intervention aims to deal with two issues which have become manifest in my experience as a Language Development Tutor at LCF (and through my previous work with LD at other colleges) – 1: The use of machine translation in mediating academic communication and 2: the need for greater inclusivity among peers in the “international” university space. 

The need for greater cultural inclusivity in the university 

Fantini (2022) suggests that language is not merely about teaching “new ways to say old things (i.e., new symbols for old thoughts) rather it aims to aid the discovery, via new language systems, of new ways of “perceiving, of classifying and categorizing, of interacting, and to new ways of thinking about the world.” However, as I will argue, this process is not restricted to the acquisition of the hegemonic (colonial) language: English. “Translanguaging” is the act of accessing different linguistic features or various modes” of what are described as “autonomous languages,” to optimize the potential for communication (Garcia, 2009, p.140). However, as Friere (2005, p.90) notes dialogue cannot exist when one or both parties lack humility. 

What happens in the multicultural, multilingual space of the classroom at LCF is that Chinese students (the predominant international student group) will usually all sit together, this is understandable from the perspective of a shared language – and a shared identity. It is not surprising, with over 150,000 Chinese nationally, 90,000 of whom are postgraduates, that many should end up spending a lot of time with other Chinese students (Ebel, 2024, p.7). These students disclose that they ‘want to integrate better’ and diversify friendship groups but feel unable to do this; and they often cite that the feel like they are being treated as sources of revenue (a “cash cow”) ‘rather than as valued members of the community (Ibid).  

One example of exclusion, I observed a few weeks ago, was when delivering part one of a presentation workshop for BA Fashion Marketing. There were 8 students – 7 home (mainly white – but one black British) and one Chinese. The Chinese student sat alone at the front, there was a space among the other students on the back table, so I asked the student to sit with the others so that she could participate in the peer-based activities. However, when these activities began the home students worked together in pairs and small groups whilst the Chinese student was excluded. Whilst I tried to involve the student, the refusal of the home students to include the Chinese student – which may have required some adaptation, and indeed empathy – struck me as being something endemic within the university, and I imagine that this student will be very reluctant to repeat the experience of the workshop in part two– affecting attendance and learning. Students in HE do not acknowledge these microaggressions as being racism, although a deeper exploration reveals that this denial is tooted in the lack of discourse around “‘anti-Asian racism,” and may be obscured and complicated by intersections “with other power axes such as gender” (Yu et al. 2023, p.1700) 

Had there been other Chinese students, then most likely these students would have worked together. My reason for moving the student was purely to facilitate communicative activities, however the opportunity for mediated cross-cultural communication exists, and would, in my view, benefit all students. What I observed in the above was, in my evaluation, an “othering” of the Chinese student, and the exclusion was based on this “othered” characteristic. Of course, central to this cultural identity is the language barrier, although it is the plurality of languages that may hold the key to building an intercultural space and the mediation of worldviews.  

Paraphrasing and mediating as a cognitive process.  

Paraphrasing is an essential skill in academic discourse, both in the production of writing and speaking, for several reasons. However, in the era of AI, this is a productive task which can be completed automatically by machine. This enables product, i.e. achieving what appears on the surface to be an academic text to the genre, but lacks the essential process: the cognitive linguistic synthesis of academic voices, i.e. that of the secondary source author and that of the primary researcher writer. In the context of HE it is this process which enables the student to understand, and demonstrate understanding of ideas and discourse, and crucially, through this synthetic process, enable autonomous learning.  

However, there are significant barriers regarding the ability to do this for students who are using English as a second or other language. The process of paraphrasing, and indeed writing per se is often mediated through translation tools, this also risks subverting the cognitive processing on the part of the student; in as much as the text is translated into the first language, synthesized into the first language writing produced by the student, and then translated back into English by machine. However, this does offer some opportunity to investigate how a linguistic difference between one language and another reveal a plurality of cultural perspectives and paradigmatic world view, interpretations of ideas, and on the discourse around them. The relationship between culture and language is deeply rooted in how language reflects cultural perspective, where a plurality of ideas result from plurality of languages in use (Ponorac, 2022). 

Fantini (1989, p.2) asserts that a “worldview lack of awareness of our own language and language use arises from the fact that as we master our native tongue, it in turn masters us.” This “Linguistic determinism” can be defined as the system through which we understand and mediate the world and individuals exposed to a second language may develop an expanded vision of the world, facilitating participation with other cultural groups, “expanding qualitatively our social possibilities” (Ibid, pp.2-3). The mediation of languages also has cognitive, social, and pragmatic benefits. 

Mediation is one of the four modes in which the CEFR model organizes communication. Learners seen as social agents engage in receptive, productive, interactive or mediation activities or, more frequently, in a combination of two or more of them. While interaction stresses the social use of language, mediation encompasses and goes beyond that by focusing on making meaning and/or enabling communication beyond linguistic or cultural barriers. Both types of mediation rely on collaborative processes. (CE, 2022) 

Proposed Intervention

I have begun talking to Chinese students about their experiences and behaviours (and I am also interested in learning the perceptions and behaviours of the home and other students). I have also afforded opportunities (in Chinese only classes thus far) to get students to write translations for key words and terms in the whiteboard/ flip chart (a more tactile form of typography and opportunity to step outside the digital space). This not only brings the visualization of culture through the visual representation of the language into the foreground, but then provides the opportunity to explain the complexity of meanings, and how this might affect our world view (see Fig 1. and 2). Thus far this has been an illuminating process in which students’ culture and language is not hidden but forms a meaningful part of the learning process. This metalinguistic level of discussion also has potential for first language speakers in understanding how language informs their world view, although they will also need to be supported in the metalinguistics required for this discourse (this is where the expertise of Language Development can support all learners at UAL).  

Fig 1. Language Development LCF Speaking and Listening Class: Student writing Chinese translations of key words from discussion (May 2025) 

Fig. 2 Language Development_BSc Fashion Management Class: Student writing Chinese translation of keyword for analysis – (May 2025) 

My formative idea for this is based on two activities/ procedures – firstly, using the above to allow students to provide a translation then present their evaluation of the different ways that languages interpret this word, ad hoc during lessons. Secondly, drawing on an idea which I came across working with Adam Ramejkis on the Intercultural Communication programme on Zine workshops (see fig 2 and 3. also see Ramejkis (n.d.) and Holmes (2025) blog for more details about Zines) in order to offer an opportunity for cross cultural collaboration, mediation and exploration of identity and perception. This process utilizes interaction and production outside of the digital space, where real collaboration and cultural sharing can occur. It is also intended to be a means of exploring dialectical variation both lexico-grammatically and phonemically, through utilizing synthetic and IPA (EnglishClub, 2025) phonological tools) which is applicable to the range of contexts within the English speaking body of students.  

Fig 3. Welcome Week Zine Workshop Chelsea College of Arts Autumn 2024.   

In sum, the procedure aims to practice mediation, paraphrasing, translanguaging and expansion of world view perception, in the production of a cross-cultural artefact – which focuses on exploring both denotation and connotation in the representation and cognitive significance of language. Through doing this I want to foster a community of discourse where a plurality of cultures and languages can be seen as a gift rather than a burden to the learning experiences of all students.  

References 

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)  

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.”   

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

Holmes, I. (2025) ‘Reflective Post 4: Reflections on ‘zines,’ ‘roots’ and ‘routes’ in the multicultural university learning space.’ Available at: https://pgcertianholmes2025.myblog.arts.ac.uk/2025/03/18/blog-4-reflections-on-a-zine-fair-roots-and-routes-in-the-multicultural-university-learning-space/ (Accessed on 25/05/25) 

EnglishClub (2025) ‘Interactive Phonemic Chart.’ Available at:  https://www.englishclub.com/pronunciation/phonemic-chart-ia.php (Accessed on 25/05/25) 

NALDIC (2016) ‘What is translanguaging?.’ Available at  https://ealjournal.org/2016/07/26/what-is-translanguaging/ (Accessed on 25/05/25) 

Ponorac, J. (2022) ‘Culture and Language,’ Available at: https://epale.ec.europa.eu/en/blog/culture-and-language#:~:text=The%20relationship%20between%20language%20and,of%20identifying%20language%20and%20culture (Accessed on 25/05/25) 

Ramejkis, A. (n.d.) ‘#amazines workshops 23/24 some feedback and reflections’ Available at: https://artslondon-my.sharepoint.com/:b:/g/personal/i_holmes_arts_ac_uk/EamkKnaSxQBFgL-Q3qqhFwoBJ-fb4adjjaDdGfLH8QV1OQ?e=ouaEsI (Accessed 25/05/25) 

Yu, J., Rai, R., Lim, M.A., and Li, H.  (2023) ‘The post‑racial myth: rethinking Chinese university students’ experiences and perceptions of racialised microaggressions in the UK.’ Higher Education (2024): 88:1695–1710 https://doi.org/10.1007/s10734-023-01126-5 

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Inclusive Practice Blogs

Inclusive Practice_Blog Post Two_Religion

Using Crenshaw’s (1991) lens, this blog focuses on how Muslim women (MW) navigate social and academic spaces, both from a worldview perspective and that of social identity. The hypervisibility of MW via the hijab and niqab materialize assumptions about disempowerment within the faith and culture of Islam and therefore promote the idea of MW’s lack of agency. Despite the Advance HE (2018) recommendations, which includes the promotion of ‘inclusive environments’ and ‘greater awareness of attainment gaps between different groups,’ UAL (2025) attainment data do not consider the intersection of religion as a characteristic.  

Religion is marginalized by secularism (Rekis, 2023, p.782), and the 19th Century division of religious and scientific epistemologies in the West– created a positionality through which religion is classified, however, in much of the world, this separation has not occurred (Appiah, 2014). The conceptualization of a list of paradigm religions and their sub parts, as Appiah (2014) suggests, was the construction of Europeans, who, upon discovering people who were not Christians – to describe what ‘they have instead of Christianity?’ The Equality Act 2010 includes. within its definition, the paradigm religions, but also smaller faiths, providing they have ‘clear structure and belief system’ (McKeown and Dunn, 2021, p.121). 

Rekis (2023, p.784) maintains injustice occurs both when social identity is at stake, and, when ‘a person’s worldview is at stake.’  The conflation of two or more social identities can wrongly create assumptions about how they intersect. However, underestimating the connections potentially denies individuals the credibility to speak on those ‘specific theologies,’ placing individuals at a conceptual disadvantage i.e. MW in the contemporary West (Ibid, p.789). 

The hijab and niqab are problematized through the frame of a highly gendered- Islamophobia emphasizing ‘incompatibility of aspects of Muslim identity with western values’ (Ramadan, 2022, p.34). This discourse designates MW’s ‘radical otherness’ associating it with religio-cultural oppression and backwardness. Participants, in Ramadan’s (2022, p.108) study, disclose the strategies that they employ to mitigate and recalibrate colleagues’ perceptions, wanting to show them that they are ‘like any other person,’ by chatting and joking with them ‘along the corridors to show them that I am not what you see in the media. We are normal people …’ This is an instinct echoed by Simran Jeet Singh: 

When I walk onto an airplane and people are looking at me with fear and funny looks – I strike up conversations – and smile and laugh and eventually pull out pictures of my daughters – so that they can see that I’m just a normal person.  

(Trinity University, 2021) 

In the video, we can see that he is wearing Sikh head covering, part of difference which, along with his beard and brown skin, signify the ‘radical otherness’ which he senses he must diffuse in the context of the post 9.11 world, where these racial and religious signifiers are enough to stimulate the described reaction. Significantly, he is not a Muslim, although the signifiers of his faith, just like the hijab for MW, are effective in focusing the attention and prejudice of the hegemonic white gaze. Also significant, he is a man, so his agency, in respect of choice of the signifiers of his faith, are assumed.  

Jawad (2022) explores the intersection of gender and faith in the context of sport. The notion of women being excluded from participation in Islam is challenged, through the hermeneutical interpretation of the Hadith text as evidence of ‘equality and support for women attaining and maintaining physical capability,’ substantiating the ‘Accept and Respect’ declaration which claims Islam is a religion of enablement and not of prohibition towards women in sport; the onus being on sports educators, administrators, and organizers to ‘incorporate greater awareness of faith-based principles’ and create more inclusive spaces for female Muslims in sport (Ibid). This suggests that adjustment can be made in the hegemonic world to accommodate faith-based differences and (perhaps) highlights the tensions that exist within the perceived need for MW to prove that they are ‘just like’ their colleagues in the dominant culture where their social identity is at stake (as in Ramadan’s 2022 study), and the need to validate a worldview as compatible with the secular world’s claim on gender equality.  

Although not having the same lived experience, my approach (and philosophy) regarding discourse around faith and culture, aligns with that of Simran Jeet Singh: ‘no community is a monolith’ – and I try to foster an environment where the differences within each community can be demonstrated, through developing an understanding of ‘where people are coming from – with empathy’ (Trinity University, 2021). 

Applying intersectionality to awarding gaps helps to understand how identity and social location influence outcomes (Banerjee, 2024, p.35). The current UAL (2025) data for the student population shows that nearly 60% of the cohort would identify as secular (i.e. no religion) and of those declaring religious membership – Christian (12%) followed by Muslim (4.2%) are the largest groups (see fig 1). However, whilst data is presented regarding attainment and gender (see fig 2), and ethnicity (see fig 3), there is no data on religion, or for that matter, data that helps illustrate the relationship between intersecting identities (e.g. religion, race and gender) and attainment, ultimately a (quantitative) KPI of EDI.  

Figure 1: Student Profiles – Characteristics: Religion (UAL, 2025)  

 Figure 2: Attainment Rates by Profile: Gender. (UAL, 2025)  

Figure 3: Attainment Rates by Profile: Ethnicity 5 ways. (UAL 2025)  

References: 

Advance HE (2018) ‘Religion and belief: supporting inclusion of staff and students in higher education and colleges Section 3: Student inclusion: access, experience and learning’ Advance HE 

Appiah, K.A. (2014) Is religion good or bad? (This is a trick question) Available at: https://youtu.be/X2et2KO8gcY (Accessed on 15.05.25)  

Banarjee, P. (2024) ‘Connecting the dots: a systematic review of explanatory factors linking contextual indicators, institutional culture and degree awarding gaps,’ Higher Education Evaluation and Development Vol. 18 No. 1, 2024 pp. 31-52 DOI 10.1108/HEED-07-2023-0020 

Crenshaw, K. (1991) ‘Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.’ Stanford Law Review 43 (6), pp.1241-1299   

Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/ (Accessed on 15.05.25) 

McKeown, P., and Dunn, R.A. (2021) A ‘Life‑Style Choice’ or a Philosophical Belief?: The Argument for Veganism and Vegetarianism to be a Protected Philosophical Belief and the Position in England and Wales,’ Liverpool Law Review 42:207–241 https://doi.org/10.1007/s10991-020-09273-w 

Ramadan, (2022) ‘When faith intersects with gender: the challenges and successes in the experiences of Muslim women academics,’ Gender and Education, 34:1, 33-48, DOI: 10.1080/09540253.2021.1893664 

Rekis, J. (2023) ‘Religious Identity and Epistemic Injustice: An Intersectional Account.’ Hypatia 38, pp779–800. doi:10.1017/hyp.2023.86 

Trinity University (2016) Challenging Race, Religion, and Stereotypes in Classroom Available at: https://youtu.be/0CAOKTo_DOk (Accessed on 15.05.25)  

UAL (2025) Active Dashboards. Available at: https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=99b2fe03-d417-45d3-bea9-1a65ebc250ea&dashcontextid=638773918741985949 (Accessed on 15.05.25)  

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Inclusive Practice Blogs

Inclusive Practice_ Blog Post One_ Disability

Crenshaw (1991, p.1245) highlights the ‘need to account for multiple grounds for identity’ in understanding the construction of the social world and asserts that individuals with ‘multiple targeted identities’ are disempowered through hegemony and systemic inequality. These identities are tied to social group membership (Lukkien, Chauhan and Otaye-Ebede, 2024. p.3), one such group identity being disability. The Social Model of Disability suggests that disability is constructed by barriers in the hegemonic social world and that this world can be (re)designed to include the needs and differences of all individuals (UAL, no date).  

What ‘makes people disabled is not their disability,’ rather it is barriers constructed in society; the Paralympics being evidence of an opportunity for ‘people to shine’ when these barriers are removed (Adeptian and Webborn, 2020). Whilst street level discrimination against both race and disability has reduced, the more difficult progress remains in tackling dominant social systems, and although Ade acknowledges his own empowered position as a sports and media personality, he represents both black and disabled identities and articulates the parallel struggle against systemic inequality (Ibid). He draws a comparison between the Paralympics and the Black Lives Matter movement as critical moments which made these struggles visible in the hegemonic social world. Whilst the narrative of his own lived experience alludes to the compounded disenfranchisement of intersectional identities, it was Stoke Mandeville hospital and the disability community where he found his ‘tribe’ (Ibid), this ultimately mitigating the disempowerment of being a Nigerian immigrant with polio growing up in East London.

Chay Brown (2023) explores complex intersectional identities as a trans, gay man, not neuro typical, and having experienced mental health difficulties, whilst acknowledging potential privilege within the trans community, as a white man. He identifies that for trans people, struggling with social situations and anxiety can present significant challenges specific to navigating the codes that exist within the LGBTQ+ community (Ibid). This highlights the complexity of intersecting identities within the membership of a wider disenfranchised group. Brown (2023) asserts that ‘If we’re not working for disabled trans people we’re not working for the trans community because we’re missing people out.’

Christine Sun Kim (2024), in her context as Asian American deaf artist, is driven to force the voice of the deaf community into the everyday lives of the hearing world. This is realized through her insistence on communicating through sign language, signs, symbols, infographics and scaled up captioning of the city – the sky; through creating a greater visibility of useful communications for deaf people she seeks to put deaf lives into the minds of the hearing, and challenge social norms (Ibid).

The common theme of these narratives is that the hegemonic (ableist) world, where the intersection of disability is made invisible, can be reconstructed at both the micro and macro level and provide access through making disabled people visible and included. If the world can be designed to accommodate differences, then it will work in optimizing opportunities for everyone.  

In the context of UAL, data suggests that there are improving opportunities for attainment: students with declared disabilities (see fig.1), achieving an overall 3pp higher than those without (Campos-Barbi, 2025a, p14), although completion rates for disabled students are significantly lower (Campos-Barbi, 2025b, p.12), and crucially this data does not take into account the intersection of other multiple identities of disempowerment (Crenshaw, 1991). This lack of an intersectional lens points to positionality (Bayeck, 2022) in the data design, interpretation, and potential impact.

Figure 1. Attainment Rates by Disability (6 way) 1st– 2:1 (Campos-Barbi, 2025a, p.15) 

Bayeck (2022, p.7) suggests it is the ‘complex interplay of identity, space and context’ that informs positionality. I consider the accessibility to learning spaces as afforded by the design of the university, and the design of my lessons in meeting the needs of complex student identities. However, I also consider this from the perspective of my own context as Language Development tutor. Crenshaw (1991, p.1249) identifies language barriers as a source of intersectional subordination which limit opportunity; language remains invisible in the UAL data. For example, a student asked me whether we could hold a tutorial online, they had disclosed to me that they had some mental health issues which prevented them from being able to attend in person; it was a small adjustment that I was happy to make. However, on reflection, did other aspects of privilege provide the agency for this solicitation? This student was female, white, British and speaks English as a first language. Would a more disenfranchising intersectionality have prevented this request from being made, resulting in a lack of participation? Would this have led to sub optimal attainment? 

References 

Adepitan, A. and Webborn, N. (2020). Nick Webborn interviews Ade Adepitan. ParalympicsGB Legends [Online]. Youtube. 27 August. Available at: https://www.youtube.com/watch?v=bnRjdol_j0c  (Accessed on 23.04.25) 

Bayeck, R.Y. (2022) Positionality: ‘The Interplay of Space, Context and Identity,’ International Journal of Qualitative Methods Volume 21: 1–9: DOI: 10.1177/16094069221114745

Brown, C. (2023) Interview with ParaPride. Intersectionality in Focus: Empowering Voices during UK Disability History Month [Online]. Youtube. 13 December. Available at: https://www.youtube.com/watch?v=_yID8_s5tjc (Accessed on 15.04.25) 

Campos- Barbi, T. (2025a) UAL Undergraduate Attainment Report 2023-24 Available at: https://canvas.arts.ac.uk/documents/sppreview/1cdc0ff4-8830-4787-b187-f7db576ab259 (Accessed on 23.04.25) 

Campos-Barbi, T. (2025b) UAL Undergraduate Completion Report 2023-24. Available at: https://canvas.arts.ac.uk/documents/sppreview/99c0212e-0eb0-47c0-97e9-2038d9d407cf (Accessed on 23.04.25) 

Crenshaw, K. (1991) ‘Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.’ Stanford Law Review 43 (6), pp.1241-1299   

Lukkien, T., Chauhan, T. and Otaye‐Ebede, L. (2024) ‘Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality.’ British Educational Research Journal. doi:https://doi.org/10.1002/berj.4096., pp2-7 and pp17-20   

Sun, C. (2024). Christine Sun Kim in ‘Friends & Strangers’ – Season 11 | Art21. [online] YouTube. Available at: https://youtu.be/2NpRaEDlLsI  (Accessed on 23.04.25)  

UAL (no date) ‘The Social Model of Disability at UAL.’ Available at: https://youtu.be/mNdnjmcrzgw (Accessed on 19.04.25).  

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Reflective Posts

Reflective Post 4: Reflections on ‘zines,’ ‘roots’ and ‘routes’ in the multicultural university learning space.  

Here are some reflections on my experience with the Intercultural Communication programme, which offers workshops and resources for developing communication skills and intercultural awareness (UAL, 2025), as well as my interest in the works of Stuart Hall, and how this has informed my thinking about pedagogical approaches with my students at LCF.  

‘The intellectual routes’ taken by Stuart Hall and Paul Gilroy played a major role in transforming our understandings of ‘race, youth, schooling and identity’ (Warmington, 2014, p.91), and the development of cultural studies. I first came across Hall et al. (2013 [1978]) during my own studies in the field of public policy, and I was drawn to the chapter by Warmington (2014) because I wanted to learn more about how Hall and others have influenced the way in which we think, teach and learn about culture and identity.  

If you think of culture always as a return to roots — R-O-O-T-S — you’re missing the point. I think of culture as routes — R-O-U-T-E-S — the various routes by which people travel, culture travels, culture moves, culture develops, culture changes, cultures migrate, etc. 

(Stuart Hall in Paul, 2005) 

This play on the homophone (also see microteach post) resonates with me. The first time I came across this quote was in a Language Development sharing session given by Adam Ramejkis, about a program ‘R-O-O-T-S and R-O-U-T-E-S,’ which explores critical dialogues for more equitable and sustainable practice in art and design education (UAL, 2023).  

It was with Adam that I worked on (a separate programme) ‘Zine’ workshops during the UAL welcome week. The basic remit for these workshops was that students arrive, are briefed with how to make a ‘zine’ – using the materials (pens, paper, cut up magazines), and then are free to create (see figures 1 and 2 below).  

Figure 1. Welcome Week Zine workshops at Camberwell College of Arts Autumn 2024 

Fig 2. Welcome Week Zine Workshop Chelsea College of Arts Autumn 2024 

What I noticed happened in this multicultural space was that people felt relaxed and willing to communicate with each other, but were not under pressure to do so – i.e. they could choose when to communicate and when to focus on the work. The creative work itself expressing thoughts, feelings – and what we can discover in the moment; cultural identities being not only rooted in the histories, language, and culture of ‘who we are’ and ‘where we come from’, but also, and perhaps more importantly being ‘part of a process of becoming’ (Van Stipriaan, 2013, pp.206-207); see examples below (fig 4).  

Figure 3. Examples of student Zines created at CCW Welcome Week Zine workshops  

In the international classroom, I feel that it is my mission to facilitate a greater integration between cultural groups, but I want to explore a methodology where I can create opportunities for learners to find this without pressuring them to integrate. Culture is the process of ‘constructing a relationship between oneself and the world’ (Hsu, 2017) and, as Hall notes, people need to ‘have a language to speak about where they are and what other possible futures are available to them’ (Ibid). This is a language I want to explore in the intercultural fashion business classroom. See extensive feedback and evaluation of Zine workshops in Appendix, and for many more examples of student and staff produced Zines, see link to ual.amaZINES (2025) in references below.   

Appendix: 

AdamRamejkis_amazinesfeedback2324.pdf 

References: 

Hall, S., Critcher, C., Jefferson, T., Clarke, J., and Roberts, B. (2013) Policing the crisis, mugging, the state and law and order. London: Springer Nature [originally published by Red Globe Press 1978] 

Hsu, H. (2018) Stuart Hall and the Rise of Cultural Studies. Available at: https://www.newyorker.com/books/page-turner/stuart-hall-and-the-rise-of-cultural-studies (Accessed on 07.03.25) 

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) 

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

UAL (2025) Intercultural Communication. Available at: https://www.arts.ac.uk/study-at-ual/language-centre/intercultural-communication-training (Accessed on 17.03.25 

ual.amaZINES (2025) ‘zines from students and staff’ [Instagram] Available at: https://www.instagram.com/ual.amazines/?igsh=MWk5NHhidDBwd2t3dQ%3D%3D# (Accessed on 17.03.25) 

Van Stipriaan, A. (2013) ‘Roots and the Production of Heritage’ in Contemporary Culture Book Subtitle: New Directions in Art and Humanities. eds: Thissen, J., Zwijnenberg, R., and Zijlmans, K. Amsterdam: Amsterdam University Press  

Warmington, P. (2014) Black British Intellectuals and Education: Multiculturalism’s Hidden History, London: Taylor & Francis Group

Categories
Reflective Posts

Reflective Post 3: Research Philosophy: The language I’m learning and the language I’m teaching. 

I often tell students that learning vocabulary (lexis) is a little bit like walking towards the horizon, it doesn’t matter how far you go with it, you will never reach completion: it is impossible to learn all the words and phrases in English (or any language). In blog post 2, I reflected on the language that I have learned and how it informs the language I now teach, however, to illustrate the above point re: the horizon – I can now reflect on the language I am learning and the language I am teaching (simultaneously).  

Below are some vocabulary items which you may recognize (see figure 1) from the discourse of our PG Cert course, which I have also been teaching on the Advanced Research Methods for Postgraduate Marketing courses at the Fashion Business School at LCF.    

Fig 1. Revision of vocabulary and new vocabulary. Language Development – Advanced Research Methods – Fashion Business School 20th Feb 2025 

This vocabulary I have drawn from a key chapter of Saunders, Thornhill and Lewis (2023) – which deal with research philosophy and research design – it is this chapter which presents the infamous (in business post grad studies) heuristic the ‘Research Onion’ (see figure 2). As you can see (fig 1) I have also included the word heuristic, which was a lexical item I learned during my own postgraduate studies – and one which I now feel has application for the said ‘Onion’ and other such ideal type models and visualizations. Ontology was also a word I had learned in my own studies, epistemology I acquired through a session given at LCF: Where do you know from, which I went to specifically to learn this word, however, axiology and reflexology and others are new to me.  

Figure 2. The Research Onion. (Saunders, Thornhill and Lewis, 2023, p. 13) 

The development of research design requires reflexivity in transcending bias and contextualizing positionality (Archer, 2007; Yip, 2024; Creswell, 2013). Both teachers and learners need to explore a level of thinking which allows them to reflect both in (ontologically) and on (reflexively and epistemologically) their practice (Schon, 1983). This is a vocabulary which I am learning myself -and through sharing this with my learners, I can offer insights into my own learning process, whilst participating in theirs. Moreover, it reaffirms my belief that language can be acquired through use, and this is the true value of paraphrasing in academic writing – it helps us synthesize new knowledge until it comfortably becomes a part of our discourse (see fig 3). 

Figure 3. Paraphrasing and summarizing academic texts. Language Development – Advanced Research Methods – Fashion Business School 20th Feb 2025 

References 

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

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

Saunders, M., Lewis, P., and Thornhill, A. (2023) Research Methods for Business Students. 9th edition. Harlow: Pearson Education 

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

Yip, S.Y. (2024) ‘Positionality and reflexivity: negotiating insider-outsider positions within and across cultures’ International Journal of Research & Method in Education Vol 47-Issue 3-pp.222-232    

Categories
Case Studies

Case study 3: Assessing Learning and exchanging feedback/feedforward  

Background 

As PSE and ISPT examiner, I assess both the spoken and written output of ESOL (see appendix 1 for acronyms) students using a framework which has been adapted from IELTS (see appendix 2). As a Language Development tutor, I operate as a mediator of assessment and feedback, i.e. helping students to understand and process both formative and summative feedback received from others. 

Evaluation 

Written feedback has limited value if learners cannot see the connection between the feedback received (Brooks, 2008), what they have produced and what they need to do next. It is an expectation from course leaders that I can help solve the time pressure problem on the writers of feedback on the main course, I can give them advice about how they can practically make improvements on the next assignment and, in some cases, justify the mark to them (Ibid, p.5). However, what I feel will be the most effective for learners (Watkins, 2002), is developing the meta cognitive skills to process this for themselves.   

Going Forward 

As Language Development tutor at UAL I have had the opportunity to work with a range of other practitioners and courses and, through these experiences, I have collected procedures for reflection, which, with the aim of fulfilling principles of good feedback (Nicol and MacFarlane-Dick 2006), I have begun using with the aim of helping learners to process their feedback. This I frame as feedback feedforward, an idea inspired by Paul Jackson, course leader of MA Graphic Branding and Identity at LCC, along with the accompanying Back to the Future (n.d.) branding (see figure 1).   

Fig. 1. First slide of Processing Feedback/forward session for Bsc_Msc Fashion Management Year 1 (February 2025) 

Gibbs (1988) Reflective Cycle (see figure 1) is a useful tool for reflective thinking, which I have learned about through teaching reflective writing for ‘collaborative units’ on a range of courses. It first focuses on how we feel – which is worth reflecting on before moving forward to the evaluative, analytical and action stages. The description stage represents the feedback given.  

Fig 2. Gibbs reflective cycle (Gibbs, 1988) 

The Hampel Method (ICCA, 2014) (see figure 2) is a system originally devised for legal professionals, which I learned from MA GBI course leader Paul Jackson, and places more emphasis on the action – feedforward.  

Figure 3. The Hampel Method – (Adapted by Jackson, 2024) 

We can synthesize the two processes – to address: what was the feedback? (description) why did you receive it? (analysis), what can you learn from this (evaluation)– and then, crucially, what will you do about it? (action).  

To make it concrete, I introduce learners to the SMART GOALS frame, with which they can articulate their plan of action (see figure 4); the use of this structured approach can be useful for students with ADHD to set and manage goals (Next Steps 4 ADHD, 2024).   

Figure 4. SMART GOALS (Next Step 4 ADHD, 2024) 

Whilst currently students see me as the only mediator, it is my hope that, through using these models, students can work together socially (Vygotsky, 1987), and communicatively (Nunan, 1991), to help scaffold each other’s understanding of feedback and development. 

Action Points:

What: Implement Feedback Feedforward lessons to process Block One – When: February/ March 2025 – Develop and reiterate February/ March 2026

What: Gather feedback on this approach from students and peers – When: March/ April 2025

Appendix 1: Acronyms 

ESOL–  English for Speakers of Other Languages 

IELTS–  International English Language Testing System  

PSE–  Pre-Sessional English  

ISPT–  In-sessional Progress Test  

Appendix 2: Assessment Descriptors

Writing Band Descriptors.docx

Speaking Descriptors.docx

References:

Back to the Future (n.d.) Available at: https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQiAUI52_-niASQabl_PqdkJQ-moVziM6ahfiYkZW9NSnhcciNw (Accessed on 02.02.2025) 

Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods, Oxford: Further Education Unit, Oxford Polytechnic. 

ICCA Inns of College of Advocacy (2014) The Hampel Method. Available at: https://www.icca.ac.uk/post-qualification-training/cpd/advocacy-training/the-hampel-method/ (Accessed on 28.02.25) 

Jackson, P. (2024) Feedback Feedforward. Unit 3 Major Project Proposal MA GBI UAL_2024 

Nicol, D.J., and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31: 2, 199 — 218  

Next Steps 4 ADHD (2024) How to create smart goals, Available at: https://nextstep4adhd.com/how-to-create-smart-goals/ (Accessed on 13.03.2025) 

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 20.02.25) 

Vygotsky, L. S. (1987) ‘Thinking and speech’. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press. (Original work published 1934.) 

Watkins, C. (2002) ‘Effective Learning,’ NSIN Research Matters Institute of Education. Issue 7 London: University of London   

Categories
Reflective Posts

Reflections on Microteach: Object Based Learning- ‘rolls’ and ‘roles.’

Objects have the capacity ‘to facilitate deep learning;’ they can be surprising, intriguing and absorbing, and through stimulating learners’ sense of wonder they can provoke a ‘rich, important and fun’ educational experience (Hardie, 2015. p.4). My experience of the Object Based Learning (OBL) microteach on the PG Cert in February 2025 at LCC, both as teacher and as learner, was a joyful one.

For my own microteach I decided to draw on my experience of learning through practice at drama school in the late 1990s. In the theatre of Shakespeare, in its original productions, printing multiple versions of play texts for actors was not an option, plus the limited time for rehearsal necessitated that actors would be presented with only their lines and their cues, sometimes meeting their fellow actors on stage for the first time in performance (Tucker, 2001).

Therefore, a key objective was for participants to learn something of the history of the Elizabethan theatre, or at least a theory of it, through practice. I had chosen a short part of Macbeth which provides opportunity to demonstrate some of the features of this style of theatre work through the replica artefact. Shakespeare’s plays can be seen in the replica theatre of Shakespeare’s Globe (see fig. 1 below).  

Fig.1. Aerial view of Shakespeare’s Globe performing arts venue on the bank of the River Thames, London, England (Britannica, 2025) 

It was the linguistic angle that first drew my attention to the idea of using these objects – with the mind to have learners discover the etymology of the homophone ‘roll’ and ‘role’ through speculating the identity and function of the object.  

I decided to tie them up with a ribbon, however, the effect was that the objects appeared to be the scrolls you might receive at graduation – or as one participant commented a ‘Christmas present for a dog,’ as you can/might see from the image (see fig.2 below), 

Fig 2. Cue scripts/The roles tied with red ribbon.  

This provided a useful reflection for me about my lessons in general: what effects do the design choices have on the perceptions of the learners? Despite this, once the function of the object was revealed through opening the ribbon the roles (see example fig 1, and others in appendix 1) were allocated as the rolls were unrolled; I was able to elicit from the group this homophonic etymology, which was a key learning aim of the lesson.  

 

Fig. 3 – Banquo cue script.  

The plan worked effectively, if not quite to timing, and we managed to achieve the physicalizing of play: the performance of the scene. I wanted to allow participants the time they needed to speculate what the object could be at the beginning without (too much) interference from me as teacher/ facilitator. I also wanted them to have the curiosity to open the object and discover its function (see lesson plan in Appendix 2).  

I feel that participants were able to find some joy in this opportunity to perform and play (albeit a small part of) Shakespeare’s Macbeth.  

Appendix One – Cue scripts:

Banquo.docx

Macbeth.docx

First Witch.docx

Second Witch.docx

Third Witch.docx

Appendix 2 – Lesson Plan

Microteach Lesson Plan.docx

Appendix 3 – Long form version of this blog post:

Reflections on Microteach- OBL – ‘roles’ and ‘roles’.pdf

References 

Brittanica (2025) Globe Theatre, Available at: https://www.britannica.com/topic/Globe-Theatre (Accessed on 14.03.25) 

Hardie, K., (2015) ‘Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching,’ Higher Education Academy. York: HEA 

Tucker, P. (2001) Secrets of Acting Shakespeare: The Original Approach. London: Routledge 

Categories
Reflective Posts

Reflective Post 2: Reflections on the language I have learned and the language I teach.

The Language Development (LD) programme at UAL is focused on helping students who speak English as an additional language (EAL) to develop the language skills required to be successful on their courses (UAL, 2025). However, LD is available to everyone, and I draw on the often quoted – (and sometimes misquoted as Ding, (2019) notes) assertion that academic language is ‘no one’s mother tongue’ and is remote from the language which is actually spoken by the vast majority of the population in day to day life (Bourdieu and Passerson, 1995, p.8). This is especially true with language required at postgraduate level. From reading around this topic, I am reflecting on the language that I use to communicate threshold concepts, the multiple meanings this language holds and my own socialization into the language of academic discourse as learner (Bond, 2016). 

One term that I frequently use with learners is ‘looking for tensions in the literature,’ this I owe to my tutor Paul whose teaching on the MSc International Public Policy at Queen Mary University of London embedded this notion in my understanding of a key purpose of literature review. I include this image (see fig 1) which for me illustrates what to articulate between the schools of thought in a given field of study; a tug of war is meant to represent the friendly nature of this critical discourse – it is a game that we as academics need to play  – the argument is academic not ad hominem. I also reflect that other lexis I frequently use when referring to framing the literature is illustrating the drama and making a compelling narrative; this lexicon owes more to my background as an actor and writer.  

Fig.1 “I will not play tug o’ war; I’d rather play hug o’ war” – Shel Silverstein, Where the Sidewalk Ends. (Crockett, 2017). #1 

Some key lexis that I explore with learners is frame and framing, these are concepts that I learned about myself at postgraduate level study in the field of public policy and International Relations, where a frame can be understood as the definition of a policy’s image (Cairney, 2011) and framing a process of messaging where both producers and receivers ‘transform information into a meaningful whole.’ (Van Gorp, 2002; Fischer, 2003, p.144). However, perhaps the most memorable learning experience for me was an online lecture podcast by Paul Cairney (2015) which explores the different ways that we can understand this meaning through visual representation (see figure 1 and 2 below).  

Fig.2 Framing as deciding which part of the world on which to focus. (Cairney, 2015) 

Fig 2. A timber frame, to highlight the structure of a discussion which is crucial but often unseen and taken for granted. (Cairney, 2015).  

It is from the latter that I draw inspiration in trying to help my postgraduate fashion business learners visualize theoretical frameworks with this image (see fig 4).  

Fig 4. Framework of Flatiron Building, Circa 1901. (Designing Buildings, 2020) 

To further emphasize this idea, and to help students access the threshold concept of foundations underpinning assumptions I use the illustration of our building at LCF and the steel formwork which underpins it (see slides in Appendix). Reflecting again on this choice of image – perhaps I owe this to my dad – an engineer who worked on designing the steel frame formwork for this kind of construction. 

Thinking reflexively: the way I see the things – ontologically #2 – and how this is manifest in language – comes via multiple roots and routes, to draw on Stuart Hall, (Hall, Segal and Osbourne, 1997) #3, and this cultural positionality informs my pedagogy. This is a theme that I would like to explore further with fellow practitioners, as well as my own learners, to understand the relationship between the language we learn and the language we teach.  

Appendix: 

Foundations underpinning a construction.pptx

End notes:

#1. There are many Google images available, but I have chosen one that uses real people, and these people are mainly not white Caucasian, because I believe that the images that I present to my learners should be more representative of the learners themselves.

#2. This language will be explored further in reflective blog 3.

#3. The work Stuart Hall will be explored further in reflective blog 4.

Reference List:

Bond, B, (2016) The importance of language for learning. Available at: https://teachingexcellence.leeds.ac.uk/opinion-the-importance-of-language-for-learning/ (Accessed on 13.03.25) 

Cairney, P., (2015) Policy Concepts in 1000 Words: Framing. Available at: https://paulcairney.wordpress.com/2015/11/02/policy-concepts-in-1000-words-framing/ (Accessed on 13.03.25)  

Cairney, P., (2011), Understanding Public Policy: Theories and Issues, Basingstoke Hamps: Palgrave Macmillan    

Crocket, Z. (2017) A History of Tug-of-War Fatalities. Available at: https://priceonomics.com/a-history-of-tug-of-war-fatalities/ 

Designing Buildings (2020) Skeleton frame Available at: https://www.designingbuildings.co.uk/wiki/Skeleton_frame (Accessed on 13.03.24)  

Hall, S., Segal, L., and Osbourne, P. (1997) ‘Stuart Hall Culture and Powe,’ Radical Philosophy, 086, Nov/Dec 1997, pp. 24–41. (pdf) Available at https://www.radicalphilosophy.com/interview/stuart-hall-culture-and-power (Accessed on 13.03.25) 

UAL (2025) English Language Development for students. Available at: https://www.arts.ac.uk/study-at-ual/language-centre/english-language-development-for-ual-students (Accessed on 13.03.25) 

Van Gorp, B., (2002), ‘The Implementation of Asylum Policy: Which Frame Dominates the Debate,’ European Consortium for Policy Research, Joint Sessions, Grenoble France (6th -11th April 2002) 

Categories
Record of Teaching Practice

Record of Observation/ Review of Teaching Practice – Tutor Observation

  

Session/artefact to be observed/reviewed: 

Language Development _MA Fashion Design Management 

Unit: Advanced Reserach Methods 

Fashion Business School 

London College of Fashion UAL 

20th February 2025 09:00-10:30 

Room Number: EB610 

Size of student group: est: 45 (possibly more) Register includes circa 150 students 3 from courses.- Last week 49 

Observer: Kwame Baah 

Observee: Ian Holmes 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action. 

Part One 
Observee to complete in brief and send to observer prior to the observation or review: 

What is the context of this session/artefact within the curriculum? 

This session is the second session of Block 2 – Advanced Research Methods Unit for the above PG Marketing courses (the content of this session was also delivered to MA FDM on Wednesday – some minor adjustments have been made – which reflect changes to the main course content – I have been in liaison with Unit Lead Julie Dennison) 

The Language Development programme is embedded within the main course on the Unit Moodle page –(for this unit there is a Language Development Tile in the Unit Moodle page and has been highlighted to all the students in the Unit Launch lecture – which I also attended Thursday 8th. This is part of a strategic plan to align the content of the LD sessions with the content of what is delivered on the main course – sometimes explicitly using the same slides (this will also form part of a case study for the PG Cert- Planning). 

In this session we will be looking a back at some language items from the last weeks – revision of Research Philosophy lexis and theoretical terminology – using some frames and promoting a “collaborative disruptive” workshop – generating ideas through language form well as looking forward to some of the content – lexis Research Strategies that will be presented in the main course lecture on 20th Feb – PM. This session will also focus on SCR (Sourcing – Citing – Referencing) text and diagrams – especially Saunders, Thornhill and Lewis (2023)The rationale for this approach is to concept check and revise some items that the students will have seen previously – and to provide them (especially learners who speak English as a second or other language), with a deeper understanding of the language-based items i.e. academic writing – a research proposal – that they will encounter in the main course presentation. In this respect the activities in this lesson have been designed to scaffold students understanding of what they are required to do in the production of the research proposal RP – which is the ultimate (summative) output for the unit.  

Last week activities: The first activity of this LD session was to unpack the learning outcomes for the unit as the fundamental/ abstract instruction for the task – in terms of what learners are required to do. This is a procedure, which we applied at the start of the Autumn term with the Learning Outcomes for the Block One assignments, synthesizes Bloom’s (revised) Taxonomy of cognitive domains (Krathwhol, 2022) with a framework for HE essay question analysis (Gillet, 2025). This is a procedure which I have been refining and adapting since the beginning of 2024 and is designed to help learners understand what they are being asked to do (it will also form part of a PG Cert case study).  

References:  

Gillet, A. (2025) Understanding the task. Available at: https://www.uefap.com/prepare/task/task.htm (Accessed 10th Feb, 2025) 

Krathwohl, D.R. (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’ Theory Into Practice,  Vol. 41, No. 4, pp. 212-218 Available at: https://www.jstor.org/stable/1477405 (Accessed 11th Feb, 2025) 

What are the intended or expected learning outcomes?  

LAST WEEK: 

  • Learners will understand on a deeper level what they are required to do for the unit (the basic criteria for assessment) through linguistic analysis of the Learning Outcomes.  
  • Learners will revise semantic understanding of ‘Ontology’, ‘Axiology’, ‘Epistemology’- and expand knowledge from nominal form to adjective – as well as how to pronounce through visual phonology.  
  • Learners will through pair discussion revise their understanding of what is expected in terms of academic writing at MA level  
  • Learners will revise their understanding of in text citation in Harvard (this will feature in more depth in the following week’s session) 
  • Learners will understand how to achieve cohesion within paragraphs and identify the functions of sentences in terms of their purpose and content through analysis of actual student (example) RP texts 
  • Learners will understand how to construct the Aim and Objectives (A&O) for the RP – and what to include – through the analysis of an example A&O – identifying the who, what, where, how and why 

THIS WEEK: 

20.02.24 

  • Learners will revise key vocab – research philosophy: ontology – epistemology – axiology – and: Theory – vs – theoretical framework vs – conceptual model 
  • Learners will be introduced to  new lexis: research strategy: ethnography – netnography – narrative enquiry – phenomenology – Research philosophy: Reflexivity and useful word for understanding through visualization: heuristic.  
  • Using example aim from last week – learners will generate ideas through using the frame and ideating variations of the who – what – where and why the from this pool – mix and match to create new aims (also exploring example Mixed Methods and Inductive Business Report aim frame– then write a title for paper(s).  
  • Learners will revise knowledge/ use of Harvard for SCR – as per citethemright – plus use of caption for figure – practise paraphrasing text from – with reference to the heuristic: The Research Onion- Chapter 4 (Saunders, Thornhill and Lewis, 2023, pp-131-132).  
  • Learners will develop cohesion, SCR and paraphrasing  

What are the anticipated outputs (anything students will make/do)? 

Are there potential difficulties or specific areas of concern? 

  • Learners will match vocabulary items to definitions revision– Padlet task/ Paper-Whiteboard Task 
  • Learners will produce language ideas to frames – (aims) and will then collaboratively ideate ‘Working Titles’  
  • Learners will learn (and use) new lexis and practice pronunciation 
  • Learners will produce captions for figure, paraphrase and cite section of Saunders, Thornhill and Lewis (2023) 

All the activities will be displayed on the lesson slides and separate activity slides – that students can download and use as they wish during the class – this will be available on a new Padlet for the unit and delivered to the students via Moodle announcement .There will also be some whole class activities that involve student interaction and elicitation – using what is displayed on the slides. Some of the activities will also be available as paper printouts.  

On the master slides and activities – I have used pastel colours – so there is less glare/ contrast in viewing (this is a design feature that I maintained to be more inclusive to dyslexic learners – based on knowledge gained through CPD)  

Potential issues for the session will be students’ access to the digital tasks – most tasks can be done in pairs – and there will be paper based tasks – and most tasks can be done via the screen too. 

Attendance could be an issue as this is a non-compulsory element – however last week we had 49 students – I expect that there will be reasonable attendance for this class – however if everyone on the course does arrive there will not be sufficient space in the classroom. Students will arrive late and therefore I will need to get them up to speed with activities – I will also ask students to peer assist. 

TASK DESIGN FOR DIVERSE LEARNING PREFERANCES 
 
I have tried to design tasks so that learners have the choice of how they wish to the task to provide a diversity of media to meet diverse preference – this includes working alone or with others – I will however be encouraging students to work together – especially across cultures and language groups.  

References: 

Citethemright (no date) Citation Available at https://www.citethemrightonline.com/article?docid=b-9781350928060&tocid=b-9781350928060-setting-out-citations&st=use+of+et+al (Accessed on 15.02.25) 

Saunders, M., Lewis, P., and Thornhill, A. (2023) Research Methods for Business Students. 9th edition. Harlow: Pearson Education 

Student Padlet: See Session 2 

https://artslondon.padlet.org/iholmes9/ld_block-two_advanced-research-methods-muoydx8jcprgmgkv

After the session I add the complete lesson slides to the Padlet  

Master Lesson Slides:  

2_ARM.pptx 

How will students be informed of the observation/review? 

The students will be informed via Moodle announcement – email as part of my communication with them re content and materials ahead of the lesson.  

What would you particularly like feedback on? 

Learner engagement with the tasks and with each other 

The efficacy of the procedures activities I have designed for the lesson including for the potential range of the diverse learning needs/ preferences of the learners 

The effectiveness of experimental activities – the language generation and disruptive generation of language and ideas 
 

The approach I take to teaching Harvard citation style as stipulated by citethemright and therefore UAL 

How will feedback be exchanged? 

Via email (form)  

Verbal – following Observation (TBA) 

Part Two 

Observer to note down observations, suggestions and questions: 

The observation took place in LCF and the class was attended by a wide range of students from LCF I presume. An interesting fact I learned was that prior to students attending this class there was no idea who would actually be present in class. The direction of the class was to learn about ways of writing in English by developing specific schemes of writing that was target specific, including Harvard referencing. 

In the session the main focus was about generating ideas based on ‘Who’, ‘What’ and ‘Why’ in writing for a specific context. The category based key word task generated considerable interest and it was supported with a digital option in the form of a Padlet, this supported an inclusive approach for the task. The pace of the class was very suitable to the entire class even though some kept really quiet and may not have been at par with others. I also commend you on making each person feel welcome by greeting each student that joined the class after it had commenced. It was a useful way of providing individual recognition of attendance and effort. 

Overall your lesson had a suitable enough pace to allow for different abilities of the collective students to keep in touch with thinking and learning. This was supported by questions and comments from both student and teacher, which was a very good approach for supporting student development. The suitability of learning was highlighted by one student who mentioned that using your approach to writing, centring functionality and purpose, helped her get an A-grade in one of her course assignments. 

It is very difficult to know the impact your lessons have on the students, who attend your classes, because of the changing landscape of students. there is however an opportunity to create a Padlet for them to share feedback for each class iteration. You have developed a good methodical approach for supporting good writing skills in your classes and stepping through how the Harvard referencing works was the icing on the cake. 

Thank you for the privilege! 

Part Three 

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged: 

Thank you, Kwame, for the observation and notes  

I am very pleased that the efficacy of the methodology and approach to teaching this group of learners can be recognized through this observation – this gives me the confidence to design future lessons using the strategies that I employed here.  

In response to the difficulty of assessing the impact that the lessons have on the students who attend the sessions I think it may be useful for me to design research with which I can measure the outcomes of their assessed written work over the course of the academic year – so that it is possible to measure progress in grading outcomes against the variables of L2 users (and  L1 users) of English who do and do not attend – using block 1 – 2 and 3 data. This will involve planning and co-ordination with course leaders; however, it will provide useful metrics that could be used to communicate the value of these (non-compulsory) sessions to learners, course leaders and the wider UAL community. 

In response to the note about providing a Padlet for students to offer feedback on the sessions – I agree that this would be a useful way to gather more data on the efficacy of the sessions from the students’ perspective. This is something that I have offered in a limited way with some of the sessions I have delivered using Padlet – and there has been some response from students, however this too has been limited. I feel that an effective strategy would be to make the channel for feedback more salient – bring this to the attention of the learners earlier on in the program and sessions (from the beginning) so that it becomes embedded in the learning process. I feel that perhaps the lack of foregrounding this stems from a lack of confidence in approaches that I am employing, and my willingness to adapt what I am doing – however, through this process I feel that I am more confident in recognizing the value in having a more open dialogue between myself as teacher and the learners about the development of the teaching strategies and approaches in the language Development classroom.  

Categories
Record of Teaching Practice

Record of Observation/Review of Teaching Practice – Peer Observation (Ian Holmes as Observer)  

Session/artefact to be observed/reviewed: Masterclass: Studio Industry 2 (Still Life Editorial) 

Location: LCF EB_729 

Size of student group: 16 

Observer: Ian Holmes 

Observee: Mihalis Intziegianni 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action. 

Part One 
Observee to complete in brief and send to observer prior to the observation or review: 

What is the context of this session/artefact within the curriculum? 

This session is part of a series of industry classes for MA Fashion Photography (Year 1). It is one of the technical workshops within the ‘New Iterations in Fashion Photography’ unit. This unit is designed to foster a deep and integrated engagement with both theory and practice, leading towards a more self-directed and individualised research and development phase in the course. 

How long have you been working with this group and in what capacity? 

Since the beginning of the academic year. I am one of their specialist technicians, delivering inductions and technical workshops, contributing to their unit briefs, and providing support through 1-to-1 tutorials. 

What are the intended or expected learning outcomes? 

Key learning outcomes for this workshop include developing students’ ability to work collaboratively in groups to produce work that meets industry standards. They will also gain essential collaboration and studio photography skills. 

What are the anticipated outputs (anything students will make/do)? 

In this workshop, students will work together to produce a series of images or a single image based on the given brief. They will be provided with the necessary products, accessories, and props to create a fashion editorial piece. 

Are there potential difficulties or specific areas of concern? 

  • Late attendance can sometimes be disruptive. 
  • The workshop runs alongside 1-to-1 tutorials with their tutor, which can make it challenging for students to fully commit to the session. As a result, it can be difficult for them to stay motivated, attentive, and work efficiently within their group or team. 
  • Space is also an issue, particularly during deadlines and especially since moving to EB. 

How will students be informed of the observation/review? 

I will send students a reminder email a few days in advance to inform them of the observation. I will also introduce the observer in class. 

What would you particularly like feedback on? 

Any feedback will be greatly appreciated. 
Feedback on the challenges mentioned above would also be helpful. 

How will feedback be exchanged? 

Through this form and, if possible, through an in-person conversation. 

Part Two 

Architecture and Delivery  

I was able to observe the initial briefing and teaching input element (10-11:30 AM) as well as the final student collaboratively produced work at the end of the whole day workshop (16:30-17:00).  

The initial part of the session took place in a teaching space separated from the ‘open heart’ space by pillars – there were a variety of example objects on the table where the students were sitting that could then be used in the later photography workshop. The proximity to the objects set a strong haptic element to the class – they were within reach of the learners and would later be handled in the workshop in the design of the photographs.  

As you had anticipated – some students arrived late – however there were 5 by 10:10 with one more arriving at 10:16 – and you managed this first 15 minutes of the class time well as an effective check in for the students. You have a relaxed manner with the group and there is a good rapport between you and the learners – “How’s the unit going?” – and the beginning of the lesson served well as an opportunity for students to talk through some ideas.  

You made clear the Learning Outcomes for the session – ‘to create a fashion editorial piece’ – “to industry standard” (product) and to “work collaboratively” – and develop “studio photography skills” (process).  

Students sat at table with objects facing the screen – where the slide deck was presented – you sat behind them to operate the slides remotely. There was a moment where some students (those who were directly between yourself and the screen) were not sure where they should be looking, however, you later moved round so that you and the screen were in the same frame for the students. At this point you began to elicit from students – “where do we see products?” You then provided the analysis of the purpose of such representations of products in advertising – “to attract the viewer – to sell the product” – however, maybe this could have been a further opportunity to elicit from them by asking – ‘what is the purpose of these images/representations?’  

You then presented an example of how a professional has created a narrative with photography of a product – you suggested that the photographs had “a mediterranean feel – if that makes sense?” – Maybe you could have asked the students if they could identify any elements that suggest this. There was an interesting point about body parts being considered as still life. Another example where you talked helped explain the playful elements – the bold colours – the objects – the teeth – the tie as a tongue, etc. Was clear, however I thought that this could have been another opportunity to elicit some language from the learners what they could see in the images that created the playful effect/ feeling. In addition, it may have been useful to focus on the word tongue (especially for L2 speakers of English) – this is an example of difficult spelling and pronunciation relationship (obviously I’m looking at this from a Language Teaching perspective, but I think sometimes highlighting features like this can give L2 learners more confidence in actually using the words to refer to objects (essential to effective collaborative communication) – rather than just avoiding them.  

The section on composition techniques was effective in helping the learners to understand how this work in practice – through the examples you showed and your explanations. This was especially well anticipated as one of the students remarked that she was not sure about ‘the rule of thirds’ and your demonstration using examples provided an excellent understanding for this learner – and the group. The student asking for examples and your response is very useful for those students who remain silent – and probably have the same questions. The insights gained for the students about the Fibunaci pattern and the composition of text and images on the cover of magazines – Dior vs Hello was very interesting and useful – as was the point about how we read left to right affects the choices of these compositions – although I thought it may have been a good opportunity to point out the cultural specificity of this idea – in Arabic culture the direction of reading is right to left.  

Whilst I felt that the analysis of each example technique was clear – the initial thumbnails for each were a little bit small to read the text and see the detail in the sketch/images, maybe this could have been blown up a bit.  

I feel that you gave some very good advice about how to approach the tasks – talking about your own practice: “In my personal work – I find it very useful” – and in reference to the techniques – “It’s a guide – not a rule.” 

Setting music for when the collaborative task began was effective in setting the creative workshop focus mode for the group.   

Overall, I feel that the session was well managed – even with some noise disturbance and the tutorials that were going on in the corridor at the same time. You were able to provide real insights into how professional photography works and set up the collaborative task for the day. Using the example of a previous students work – with which they gained professional work – was great at showing the real-world application of the skills that the learners were developing in practice.  

At the end of the presentation section, you brought the objects into focus and this was effective in making the ideas that you had presented on the screen real (and haptic), you clearly set the agenda for the rest of the day’s workshop and provided advice about how to assign roles – decide on the product and think about the brand identity and narrative you want to tell – and effectively work collaboratively towards producing the finished work.  

Achieved Goals  

In the final presentation of the project at the end of the day it was evident that to had met the Key learning outcomes for this workshop through the development of students’ ability to work collaboratively in groups learners were able to produce work that meets industry standards. In this process they were also able to gain essential collaboration and studio photography skills. 

You were then able to provide your expert analysis of the work produced as well as provide an opportunity for learners to reflect on the process – “what was the story/narrative?” – “what was the concept” behind what students were trying to achieve – “what would you have done differently?” 

It was interesting to see how the examples that you used at the beginning ultimately informed the work the learners produced at the end of the day.   

Summary  

I felt that this was a very cohesive and valuable practical R&D lesson for your learners – having a whole day workshop for them to collaboratively work together and apply some the techniques that you had taught them. Some of the students were talking about how useful they had found the workshop and how much they had learned through participating in it.  

In response to the key issues you asked me to look at: 

  • Late attendance can sometimes be disruptive. 
  • You were able to manage this and integrate late arrivals  
  • The workshop runs alongside 1-to-1 tutorials with their tutor, which can make it challenging for students to fully commit to the session. As a result, it can be difficult for them to stay motivated, attentive, and work efficiently within their group or team. 
  • Again – you managed this as best you could – the students, the other teachers and you working together to achieve multiple tasks at the same time – in a professional manner 
  • Space is also an issue, particularly during deadlines and especially since moving to EB. 
  • Despite some noise – you were able to manage this without having to raise your voice too much  

Some points to consider re eliciting from students – maybe think about more opportunities to get them to suggest the answers to potential questions before giving them all the information – even if they don’t know the answer they will be engaged and thinking about the content information. I feel that you have the instinct as teacher/technician instructor to do this – as you demonstrated, but this is something that I have learned to do more myself – even if half the time I get no response – at least I feel that I am drawing their cognition rather than them waiting for me to provide completely new information/ thinking for them.