Mae'r cynnwys hwn ar gael yn Saesneg yn unig.
I am an ESRC funded PhD student in the Centre for Language and Communication Research. My research is in the field of vocabulary development, specifically children's ability to decode and analyse the meaning of unfamiliar and/or complex academic words. Taking an historical and socio-linguistic approach, my doctoral project aims to trial and test creative intervention strategies which could aid both children's vocabulary development and pedagogical practices in the English language classroom.
The ability to cope with different levels of lexical complexity when reading, writing, spelling and speaking is not only fundamental to children’s academic success, but also to understanding semantic nuances in social relationships and life post-education. My research, therefore, explores to what extent explicit teaching of word history, word deconstruction and word-part meanings—through integrated Latinate, Classical Greek, French and native prefixes, root words and suffixes—influences children’s vocabulary development and aids growth of key reading, writing and spelling academic skillsets.
I completed a BA in English at the University of Southampton before moving to Cardiff University with a Master's Excellence Scholarship to study for an MA in Language and Linguistics. For my Master's research, I was awarded the Nicholas Coupland Prize for Best Performance in Sociolinguistics.
Previously, I worked as a secondary school Teaching Assistant with students who have additional learning needs. This experience showed me that many children and teenagers appear to lack both the skills and confidence to access the high-level vocabulary used in the recently reformed English language and literature GCSE examinations. Consequently, my current work focuses on how we could develop English language teaching strategies to support the diverse and varied needs of our young people.
My research is in the field of children's vocabulary development, specifically the ability to decode and analyse the meaning of unfamiliar and/or complex academic words. I'm interested in whether increased etymological and morphological awareness, that is, the ability to decipher the meanings of individual word parts and map their root meanings onto the mental lexicon, influences children's knowledge and confidence when faced with difficult words in the school environment.
- The school-vocabulary 'gap'
- Development of vocabulary knowledge in children and teenagers
- Morphological and etymological awareness
- Reading, writing and spelling in first language learning and teaching
- Integration of historical linguistic teaching in English language development (Latin, Greek, Old English, French etc.)
- Literacy pedagogical practices and the National Curriculum
- Member, British Association for Applied Linguistics
- Member, British Association for Applied Linguistics Special Interest Group: Linguistics and Knowledge about Language in Education
- Member, United Kingdom Literacy Association
- Member, Lexical Studies Research Group
Step-Up to University:
I am employed as a PhD tutor for Cardiff University's widening participation scheme 'Step-Up to University'. I deliver weekly masterclasses to A Level students from schools and colleges across South Wales. I teach on the following module(s):
- Languages, Literacy and Communication: Read. Said. Seen.
The Brilliant Club's Scholars Programme:
I am a Brilliant Club PhD tutor delivering courses that widen access to Higher Education and promote university-style learning amongst secondary school students. This year, I will be delivering the following courses in a number of schools in South Wales:
From ‘Oniscus asellus’ to Chuggypigs and Billybuttons: Investigating English language variation and change. A Sociolinguistics-based module I have designed for Key Stage 4/5 students.
Through the looking glass: An introduction to literary theory. A pre-designed Key Stage 3 module.
Into the deep dark woods: Journey through literature. A pre-designed Key Stage 2 module.
An historical and socio-linguistic investigation into English language vocabulary pedagogy in schools in Wales
The primary objective of this doctoral project is to understand if and how English language pedagogical practices could be developed to ensure a child continues to acquire the high-level of academic vocabulary required throughout their education. The National Curriculum for Wales purports to expose children to the high-level vocabulary required for academic progression; however, statistics show that 1 in 4 children do not reach the expected standard in reading or writing by the age of eleven (end of Key Stage 2). Additionally, GCSE pass-rate statistics suggest that many children in Wales continue to find it difficult to access these expected literacy and English language standards as they advance through the education system. This year, the English language GCSE pass-rate in Wales dropped 4.1% with just 59.2% of students achieving an A*-C grade compared to 61% in 2018 and 63% in 2017 (Qualifications Wales 2019); there is a ‘gap’ between the academic vocabulary children should know compared to what they appear to actually know.
Taking this ‘gap’ as its central concept, this project draws together historical and socio-linguistic theories to examine if and how explicit teaching of word etymology and morphology—through integration of word history, word deconstruction and word-part meanings in literacy education—influences children’s vocabulary development and aids growth of key reading, writing and spelling academic skillsets.
ESRC Wales DTP