Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context
Journal Article
Pilcher, N., & Richards, K. (2017)
Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context. Power and Education, 9(1), 3-17. https://doi.org/10.1177/1757743817691995
Higher Education (HE) institutions worldwide base international student recruitment on the assumption their preparedness in ‘English’ is assured if they reach a certain level ...
An individual subjectivist critique of the use of corpus linguistics to inform pedagogical materials.
Journal Article
Richards, K., & Pilcher, N. (2016)
An individual subjectivist critique of the use of corpus linguistics to inform pedagogical materials. Dialogic Pedagogy, 4, https://doi.org/10.5195/dpj.2016.163
Corpus Linguistics, or the gathering together of language into a body for analysis and development of materials, claims itself an assured, established method (or field) that v...
The paradigmatic hearts of subjects which their "English" flows through
Journal Article
Pilcher, N., & Richards, K. (2016)
The paradigmatic hearts of subjects which their "English" flows through. Higher Education Research and Development, 35(5), 997-1010. https://doi.org/10.1080/07294360.2016.1138455
Much research into the use of corpora and discourse to support higher education students on pre-sessional and in-sessional courses champions subject specificity. Drawing on th...
Avoiding dialogues of non-discovery through promoting dialogues of discovery.
Journal Article
Richards, K., & Pilcher, N. (2015)
Avoiding dialogues of non-discovery through promoting dialogues of discovery. Dialogic Pedagogy, 3, 43-64. https://doi.org/10.5195/dpj.2015.101
International students and direct entrants—those entering a higher year of a degree—often come from socio-economic or cultural backgrounds different from traditional students,...
Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting.
Book
Pilcher, N., & Richards, K. (2014)
Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting. In L. T. Wong, & A. Dubey-Jhaveri (Eds.), English language education in a global world: practices, issues and challenges, 81-90. Nova Science Publishers
Traditionally, language speakers are categorised as mono-lingual, bilingual, or multilingual. It is traditionally assumed in English language education that the ‘lingual’ is s...
‘Discuss, Analyse, Define …’ Non-traditional Students Come to Terms with Cultures of Learning in the UK
Book Chapter
Pilcher, N., & Richards, K. (2013)
‘Discuss, Analyse, Define …’ Non-traditional Students Come to Terms with Cultures of Learning in the UK. In M. Cortazzi, & L. Jin (Eds.), Researching Intercultural Learning, 135-151. Palgrave Macmillan. https://doi.org/10.1057/9781137291646_8
In contrast to students in many countries, British university students are often older than the common 18–22 age range; some are ‘non-traditional’ students who may have had ex...
Contextualising higher education assessment task words with an ‘anti-glossary’ approach
Journal Article
Richards, K., & Pilcher, N. (2014)
Contextualising higher education assessment task words with an ‘anti-glossary’ approach. International Journal of Qualitative Studies in Education, 27(5), 604-625. doi:10.1080/09518398.2013.805443
Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give ...