Browsing by Author "Gurney, Laura"
Now showing items 1-4 of 4
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Collaborator, applied linguist, academic, expense? Exploring the professional identities of academic language and learning professionals
(2022)The complex role of academic language and learning (ALL) professionals in higher education is poorly understood, even though it contributes to key outcomes such as improved study skills, academic language enhancement, ... -
Conceptualising “unexpectedness” during the doctorate
(Wilf Malcolm Institute of Educational Research, 2022)The doctoral research process has been metaphorically described as a “journey” (Edwards & Mackay, 2012; McAlpine & Amundsen, 2009; Rath & Mutch, 2014; Skakni, 2018a, 2018b). While the doctoral journey has the potential to ... -
‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories
(SAGE Publications, 2019)Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and ... -
Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns
(Informa UK Limited, 2019)This paper traces recent theorisation stemming from the multilingual turn and brings this into dialogue with assemblage thinking, discussing the critical potential of bringing these perspectives together to explore what ...
Co-authors for Laura Gurney
Supervised by Laura Gurney
Showing up to 5 theses - most recently added to Research Commons first.
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Professional learning in a Vietnamese university language teaching context: An inquiry-driven approach
(The University of Waikato, 2020)This study investigated the engagement in an inquiry process of six EFL (English as a foreign language) teachers from two Vietnamese universities, and how the inquiry process shaped the teachers’ professional learning, ... -
On the fluidity of languages: A way out of the dilemma in English medium instruction classrooms in Thailand
(The University of Waikato, 2020)Nowadays internationalisation has become an aggressive agenda of growing strategic importance to tertiary education around the globe, driven by the influence of a highly competitive economy domestically and globally. A ... -
Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices
(The University of Waikato, 2019)Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research has been undertaken in tertiary level contexts ...
