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Invited Speakers
Plenary Speakers
Dr Sally Humphrey
Senior Lecturer, Literacy Education, School of Education, Australian Catholic University. Dr Sally Humphrey is a Senior Lecturer in Literacy Education, specializing in language education. Sally has worked for many years in the field of language education and applied linguistics. During the 1990s she worked as a secondary literacy consultant and researcher, supporting teachers across a range of subject areas for the Disadvantaged Schools Program in Sydney. Since then she has lectured in English, TESOL and Applied Linguistics and is a successful educational writer. Sally has co-written two grammar books for teachers: Grammar and Meaning: An Introduction for Primary Teachers with Louise Droga and Working Grammar: an introduction for Secondary English teachers with Kristina Love and Louise Droga. Sally’s research interests focus on the application of systemic functional linguistics in understanding literacy practices within and beyond schooling. Her PhD used an emerging methodology known as Positive Discourse Analysis (Martin 2004) to explore the linguistic resources used by adolescents to persuade audiences in the civic domain of their literacy lives.
Professor Jim Martin
Jim Martin is Professor of Linguistics (Personal Chair) at the University of Sydney. His research interests include systemic theory, functional grammar, discourse semantics, register, genre, multimodality and critical discourse analysis, focusing on English and Tagalog - with special reference to the transdisciplinary fields of educational linguistics, forensic linguistics and social semiotics. Recent publications include The Language of Evaluation (with Peter White) Palgrave 2005; Language, Knowledge and Pedagogy (Edited with Fran Christie) Continuum 2007; and with David Rose, a second edition of Working with Discourse (Continuum 2007) and a book on genre (Genre Relations: mapping culture, Equinox 2008). He has recently completed a 2nd edition of the 1997 functional grammar workbook, with Clare Painter and Christian Matthiessen, Deploying Functional Grammar (Commercial Press, Beijing 2010) and an edited collection (with Monika Bednarek), New Discourse on Language (Continuum 2010). The first 2 of 8 volumes of his collected papers (edited by Wang Zhenhua, Shanghai Jiaotong University Press) were published in 2010. Professor Martin was elected a fellow the Australian Academy of the Humanities in 1998, and awarded a Centenary Medal for his services to Linguistics and Philology in 2003.
Dr Karl Maton
Karl Maton has published extensively in sociology, education, linguistics, cultural studies and philosophy. He is the principal author of Legitimation Code Theory (LCT), which builds on and extends Basil Bernstein’s code theory. LCT is being widely used in Australia, France, South Africa, China, Scandinavia, USA, UK and elsewhere to address a diverse range of issues in sociology, education, linguistics and philosophy (www.legitimationcodetheory.com). Karl co-edited Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (with Rob Moore, 2010, Continuum), which brings together key texts from work building on Bernstein’s sociology of knowledge. With Frances Christie, he co-organised the international Disciplinarity, Knowledge & Language conference in 2008 and co-edited Disciplinarity: Systemic functional and sociological perspectives (2011, Continuum), bringing into dialogue social realists and systemic functional linguists on the issue of knowledge and curriculum structures. His book, Knowledge and Knowers: Towards a realist sociology of education, will be published by Routledge. Karl is currently working on major projects investigating how to enable cumulative learning in schools using both LCT and SFL, young people’s knowledge-building practices inside and outside education, and the Digital Education Revolution in Australia.
Professor Len Unsworth
Len Unsworth is Professor in English and Literacies Education at the University of New England, Armidale, Australia. His publications include Literacy learning and teaching (Macmillan, 1993), Researching language in schools and communities (Continuum, 2000), Teaching multiliteracies across the curriculum (Open University Press, 2001), [with Angela Thomas, Alyson Simpson and Jenny Asha] Teaching children’s literature with Information and Communication Technologies (McGraw-Hill/Open University Press 2005), e-literature for children and classroom literacy learning (Routledge, 2006), New Literacies and the English Curriculum (Continuum, 2008) and Multimodal Semiotics (Continuum, 2008).
www.une.edu.au/staff/lunswort.php
Dr Michele Zappavigna
Michele Zappavigna is an Australian Research Council (ARC) Postdoctoral Fellow in Linguistics at the University of Sydney. Her major research interests are in Electronic Discourse and Social Media. Currently she is working on a corpus-based study of the language of Microblogging. Her book The Discourse of Twitter and Social Media will be published by Continuum in 2011. She also has an ongoing interest in text visualization as a tool to aid discourse analysis. In her ARC fellowship, Michele works on a project investigating NSW Youth Justice Conferencing, a form of restorative justice, using multimodal discourse analysis. Dr Zappavigna completed her PhD on language and technology in the School of Information Technologies, University of Sydney in 2007.
Keynote & Dialogue Speakers
Dr Eveline Chan
Dr Eveline Chan is Lecturer in English and Literacies Education in the School of Education, University of New England. Eveline has worked in language education for over two decades, teaching students from non-English speaking backgrounds in school and tertiary contexts, and in teacher education programs. Her research interests include children's literacy development, classroom discourse analysis, multimodal representations of curriculum knowledge, image-language interaction in multimodal texts, and reading in hypertext environments.
Dr Shoshana Dreyfus
Shoshana Dreyfus is a lecturer in the linguistics department at the University of Sydney. Her research interests include systemic functional linguistic theory and analysis, (critical) discourse analysis, literacy, language disorder and sociology of knowledge. After working as a researcher on a large ARC grant Key Indicators in Adolescent Writing, with Professors Fran Christie & Bev Derewianka, she worked as a postdoctoral fellow on an international e-literacy project based at the University of Sydney, the SLATE* project. She has recently co-edited a book on multimodal meaning making with Sue Hood & Maree Stenglin Semiotic Margins: meaning in multimodalities (2011 London: Continuum).
*Scaffolding literacy in Academic and Tertiary Environments
Dr Diana Eades
Dr Diana Eades specialises in critical sociolinguistics, language in the legal process, and intercultural communication, particularly involving Australian Aboriginal people speaking varieties of English.
Her books include Sociolinguistics and the Legal Process (2010), Courtroom Talk and Neocolonial Control (2008), the lawyers' handbook Aboriginal English and the Law (1992), and Language in Evidence (1995). She has provided expert evidence and her work is cited as the authority on Aboriginal English in the legal system in government reports, judicial decisions, and legal publications.
Dr Liz Ellis
Liz Ellis is a senior lecturer in applied linguistics at the University of New England. Her research interests are in educational aspects of bi- and multilingualism, and in ESL teacher cognition. She has taught ESL and conducted language teacher education in Laos, Indonesia, Brazil, Uruguay and Spain, as well as in remote and metropolitan Australia. Current projects include: Aboriginal English in preschools; family approaches to maintaining first language; multilingual perspectives on language policy.
Dr Pauline Jones
Pauline Jones is senior lecturer in the Faculty of Education at the University of Wollongong. Her research interests include pedagogic discourse, educational linguistics, TESOL and literacy curriculum and pedagogy. She is currently investigating teachers’ expertise with respect to the teaching of grammatics and the impact of new technologies on classroom interactivity. She has published in the areas of classroom discourse, applications of functional linguistics to educational contexts and teachers’ uptake of English curriculum and policy.
Dr Annabelle Lukin
Annabelle is Senior Lecturer in the Centre for Language in Social Life, Department of Linguistics, Macquarie University. Her research interests include context and register studies, stylistics, stylistics and translation, and the study of political and media discourse. In relation to the latter she has held a Macquarie University Research Fellowship, studying the role of text in creating the climate for prosecuting war.
Dr Rob McCormack
Dr Rob McCormack spent many years in the early 90s working to formulate some coherent theory and practices for Adult Basic Education as a rounded education for 'second chance adults'. From the mid-90s he worked at Batchelor Institute of Indigenous Tertiary Education, Northern Territory, Australia with a strong focus on developing academic and civic literacy for Indigenous adult students drawing on ancient rhetoric for pedagogic practices and strategies. Over recent years at Victoria University, Melbourne, he has institutionalised a new role of 'student rover'; students employed as peer mentors to assist other students in the libraries/Learning Commons. However, he is now happily returning to work intensively on his 'first love' - academic literacy - drawing on the insights and practices of rhetoric and hermeneutics, whilst keeping a keen eye on developments in SFL.
Assistant Professor Mark Evan Nelson
Mark Evan Nelson is currently Assistant Professor in English Language and Literature at the National Institute of Education, Singapore. In July 2011, he will take up a new position at Deakin University in Geelong, Victoria. Mark received his PhD in Education in Language, Literacy and Culture in 2007 from the University of California, Berkeley. His research interests include applied linguistics, semiotics, new literacies and multimodality, and he has researched meaning making work among children, youth and adults in a number of countries (e.g. USA, Japan, Singapore, India, South Africa) and in the contexts of various new media communication practices, including digital storytelling, social networking and virtual museum design.
Assistant Professor Andres Ramirez
J. Andres Ramirez is Assistant Professor in the Educational Studies Department and Coordinator of the Intensive English as a Second Language Program for Adults at Rhode Island College. He also oversees the Bilingual Endorsement and Modern Language Teacher Education Coursework. Dr. Ramirez has taught ESL/EFL and graduate and undergraduate teacher education courses in adult education and higher education institutions both in his native Colombia and the United States. He holds a B.A in Spanish and English from Universidad de Antioquia, and a MA in Teaching English as a Second Language from West Chester University. He graduated from the Language, Literacy, and Culture Doctoral Program at UMass-Amherst, Massachusetts. His scholarly interests and expertise are in the development of academic literacy for language minority students through methodologies associated with dual-language education, English as a Second Language, Genre-based pedagogy and Critical Literacy.
© UNE Conference Company, 2011