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Dr Hania Salter-Dvorak

Dr Hania Salter-Dvorak

Lecturer in TESOL Education

 4846

 +44 (0) 1392 724846

 North Cloisters NC123

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am an educational sociolinguist; before joining Exeter in 2012 I taught Applied Linguistics/TESOL on master’s degrees at St Mary’s University College and Northumbria University. In my work I draw on my own experience as a language learner, user and teacher. While I have taught modern foreign languages (Italian and French at FE level and Arabic at BA level), most of my professional life has focussed on teaching, designing provision for and researching English for Academic purposes. I taught at Thames Valley University for ten years, and subsequently led EAP provision for over a thousand students at the University of Westminster for six years. Through working with international students, I have become increasingly interested in how culture, identity and power contribute to the acquisition of academic literacy. This became the subject for the doctorate which I completed at Bristol University in 2011.

My research interests are:

  • Culture and identity in formal and informal language learning
  • Development of L2 students’ academic literacy in Anglophone Academia.
  • Processes surrounding lecturer feedback and assessment on the academic writing of L2 students in Anglophone Academia.
  • Spoken communication in academic settings
  • Constructivist course evaluation

I currently supervise a number of doctoral students in the areas above.

 

Research

Publications

Key publications | Publications by category | Publications by year

Key publications


Salter-Dvorak AM (2017). How did you find the argument? Conflicting discourses in a master’s dissertation tutorial. London Review of Education, special issue on Academic Literacies, 15, 85-100.
Salter-Dvorak AM (2016). Investigating Processes Underlying Identity Formation of Second Language Master's Students in UK Higher Education:insiders or outsiders?. 9781873927670. In Crossley M, Arthur L, McNess E (Eds.) Revisiting Insider-Outsider Research in Comparative and International Education, Oxford: Symposium Books, 207-224.  Abstract.
Salter-Dvorak AM (2016). Learning to argue in EAP:Evaluating a curriculum innovation from the inside. Journal of English for Academic Purposes, 22, 19-31. Abstract.
Salter-Dvorak AM (2015). What do EAP practitioners know about academic assessment in situ?. Two disciplines, two practices, two outcomes. In Kavanagh M, Robinson L (Eds.) The Janus moment in EAP: Revisiting the past and building the future, Reading: Garnet Education.
Salter-Dvorak AM (2014). ‘I’ve never done a dissertation before, please help me’: accommodating L2 students into anglophone academia through course design. Teaching in Higher Education,, 19(8), 847-859. Abstract.

Publications by category


Journal articles

Salter-Dvorak AM (2017). How did you find the argument? Conflicting discourses in a master’s dissertation tutorial. London Review of Education, special issue on Academic Literacies, 15, 85-100.
Salter-Dvorak AM (2016). Learning to argue in EAP:Evaluating a curriculum innovation from the inside. Journal of English for Academic Purposes, 22, 19-31. Abstract.
Salter-Dvorak AM (2014). ‘I’ve never done a dissertation before, please help me’: accommodating L2 students into anglophone academia through course design. Teaching in Higher Education,, 19(8), 847-859. Abstract.

Chapters

Salter-Dvorak AM (2017). Language Programme Evaluation: an Ideal Focus for Doctoral Dissertations in TESOL. In Zoghbor W, Coombe C, Al Alami S, Abu-Rmaileh. S (Eds.) Proceedings of 22nd TESOL Arabia Conference, 2016. Language, Culture and Communication: Transformations in Intercultural Contexts, Dubai, United Arab Emirates: TESOL Arabia Publications, 105-116.  Abstract.
Salter-Dvorak AM (2016). Investigating Processes Underlying Identity Formation of Second Language Master's Students in UK Higher Education:insiders or outsiders?. 9781873927670. In Crossley M, Arthur L, McNess E (Eds.) Revisiting Insider-Outsider Research in Comparative and International Education, Oxford: Symposium Books, 207-224.  Abstract.
Salter-Dvorak AM (2015). What do EAP practitioners know about academic assessment in situ?. Two disciplines, two practices, two outcomes. In Kavanagh M, Robinson L (Eds.) The Janus moment in EAP: Revisiting the past and building the future, Reading: Garnet Education.
Salter-Dvorak AM (2007). 'Academic Tourism' or 'a truly multicultural community?' Why international students need pragmatic training for British H.E. In Alexander O (Ed) New Approaches to Materials Development for Language Learning, Bern: Peter Lang, 37-48.
Salter-Dvorak AM (2002). Changing consciousness of EFL learners through Project Work in the Community. In Cormaie S, Killick D, Parry M (Eds.) Revolutions in Consciousness: Local Identities, Global Concerns in Languages & Intercultural Communication, Leeds: Leeds Metropolitan University, 185-195.  Abstract.

Conferences

Salter-Dvorak H (2012). 'But I have no idea with my dissertation topic':Participation, Language and Identity in the experience of L2 students in Anglophone Academia. British Association of Applied Linguistics, Bristol, 04 Sep 2011 - Sep 2012. Editors: Angouri and Treffers- Daller. The Impact of Applied Linguistics. Scitsiugnil Press, London. 2012. British Association of Applied Linguistics. 4th Sep 2011 - 1st Sep 2012.
Salter-Dvorak AM (2005). Plagiarism explained through copyright and intertextuality in music and film. International Association for teaching English as a Foreign Language, Liverpool. Editors: Pulverness A. IATEFL 2004 Liverpool Conference Selections. IATEFL, Kent. 146-147. 2005. International Association for teaching English as a Foreign Language.

Reports

Salter-Dvorak AM (1995). Needs Analysis for Study Skills on BA Hospitality Management. Enterprise in HE, Thames Valley University,  London, Thames Valley University.

Publications by year


2017

Salter-Dvorak AM (2017). How did you find the argument? Conflicting discourses in a master’s dissertation tutorial. London Review of Education, special issue on Academic Literacies, 15, 85-100.
Salter-Dvorak AM (2017). Language Programme Evaluation: an Ideal Focus for Doctoral Dissertations in TESOL. In Zoghbor W, Coombe C, Al Alami S, Abu-Rmaileh. S (Eds.) Proceedings of 22nd TESOL Arabia Conference, 2016. Language, Culture and Communication: Transformations in Intercultural Contexts, Dubai, United Arab Emirates: TESOL Arabia Publications, 105-116.  Abstract.

2016

Salter-Dvorak AM (2016). Investigating Processes Underlying Identity Formation of Second Language Master's Students in UK Higher Education:insiders or outsiders?. 9781873927670. In Crossley M, Arthur L, McNess E (Eds.) Revisiting Insider-Outsider Research in Comparative and International Education, Oxford: Symposium Books, 207-224.  Abstract.
Salter-Dvorak AM (2016). Learning to argue in EAP:Evaluating a curriculum innovation from the inside. Journal of English for Academic Purposes, 22, 19-31. Abstract.

2015

Salter-Dvorak AM (2015). What do EAP practitioners know about academic assessment in situ?. Two disciplines, two practices, two outcomes. In Kavanagh M, Robinson L (Eds.) The Janus moment in EAP: Revisiting the past and building the future, Reading: Garnet Education.

2014

Salter-Dvorak AM (2014). ‘I’ve never done a dissertation before, please help me’: accommodating L2 students into anglophone academia through course design. Teaching in Higher Education,, 19(8), 847-859. Abstract.

2012

Salter-Dvorak H (2012). 'But I have no idea with my dissertation topic':Participation, Language and Identity in the experience of L2 students in Anglophone Academia. British Association of Applied Linguistics, Bristol, 04 Sep 2011 - Sep 2012. Editors: Angouri and Treffers- Daller. The Impact of Applied Linguistics. Scitsiugnil Press, London. 2012. British Association of Applied Linguistics. 4th Sep 2011 - 1st Sep 2012.

2007

Salter-Dvorak AM (2007). 'Academic Tourism' or 'a truly multicultural community?' Why international students need pragmatic training for British H.E. In Alexander O (Ed) New Approaches to Materials Development for Language Learning, Bern: Peter Lang, 37-48.

2005

Salter-Dvorak AM (2005). Plagiarism explained through copyright and intertextuality in music and film. International Association for teaching English as a Foreign Language, Liverpool. Editors: Pulverness A. IATEFL 2004 Liverpool Conference Selections. IATEFL, Kent. 146-147. 2005. International Association for teaching English as a Foreign Language.

2002

Salter-Dvorak AM (2002). Changing consciousness of EFL learners through Project Work in the Community. In Cormaie S, Killick D, Parry M (Eds.) Revolutions in Consciousness: Local Identities, Global Concerns in Languages & Intercultural Communication, Leeds: Leeds Metropolitan University, 185-195.  Abstract.

1995

Salter-Dvorak AM (1995). Needs Analysis for Study Skills on BA Hospitality Management. Enterprise in HE, Thames Valley University,  London, Thames Valley University.

hania_salter-dvorak Details from cache as at 2019-03-23 04:07:47

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Teaching

I currently teach on and lead the following modules:

  • Discourse and Language Education
  • Practical Knowledge for TESOL teaching
  • Teaching English to Young Learners

I also contribute to modules in Language Awareness, Testing and Assessment, Syllabus and Curriculum Design, Research methods for TESOL enquiry, and Language teaching methodology, as well as co- supervising doctoral students in the areas of intercultural communication, vocabulary teaching, and English language medium teaching.

 

 

Modules

2018/19


Supervision / Group

Postgraduate researchers

  • Suaad Al Naabi, Joint (with Chris Boyle) - Teaching visually impaired secondary school students in Oman
  • Sahar Alamri, lead supervisor (with Sue Riley) A Case Study of Feedback on EFL Academic Writing, in Saudi Arabia
  • Muna Albuloushi second supervisor (with Sue Riley) • Reflections of M.Ed TESOL graduates on their career development post graduation
  • Abeer Aldheferi, lead supervisor (with Sue Riley)Informal Language Learning of Female Saudi Undergraduates
  • Amina Alhashimi lead supervisor (with Sue Riley) • Codeswitching in university EFL classrooms in Oman
  • Omar Alsaif, second supervisor
  • Sana Alzahrani, second supervisor (with Salah Troudi)
  • Victor Birkner Duarte, second supervisor (with Sue Riley)Curriculum identity
  • Bridie Farah, lead supervisor (with Sue Riley) Teaching and Learning Experiences in an Innovation and Entrepreneurship course in UAE Higher Education
  • Nicole Gueracague, second supervisor (with Esmaeel Abdollahzadeh)The experiences of postgraduates from French ex-colonies in French universities: A narrative study.
  • Rauf Mabina second supervisor (with Sue Riley) • Critical thinking in the academic writing of undergraduates in a Pakistani university.
  • Alison McBoyle lead supervisor (with Sue Riley)
  • Tian Xu, second supervisor(with Esmaeel Abdollahzadeh)Learning from Chinese international volunteers' intercultural communication experiences

Alumni

  • Eman Aldoseri completed 2018
  • Saud Alsalahi, completed 2017
  • P.J. Moore, completed 2015
  • Sayyed Rashid Shah, completed 2016

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