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Dr Fiona Copland

Senior Lecturer, TESOL / MSc TESOL Programmes Director / HEA National Teaching Fellow


Fiona joined the English team at Aston in 2007. She started teaching English in Nigeria with VSO (Voluntary Service Overseas) and then spent seven years in Hong Kong and Japan working for the British Council. Since returning to UK, she has run CELTA and DELTA courses as well as Masters programmes and teaching certificates in a number of different institutions.   She is interested in language teaching pedagogy and in feedback given to teachers-in-training.

  • B.A. (Hons) Drama
  • PG Diploma in Drama
  • Diploma in Teaching English Overseas (PGCE)
  • MA Applied Linguistics (with distinction)
  • PhD Education
  • MSc TESOL programmes: Teaching Young Learners; Dissertations
  • MA TESOL/TESOL and Translation Studies: Approaches to Teaching and Learning; Teaching Practice; Dissertations
  • BSc English Studies: TESOL; Learning English; Dissertations
  • PhD supervision
  • Feedback in teacher training and education
  • International students’ experiences in UK

  • Feedback technologies

  • Linguistic ethnography

  • Research interviews

  • Copland, F., Garton, S., Burns, A. (2013) Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities.  TESOL Quarterly  DOI: 10.1002/tesq.148

  • Copland, F. (2013). Distance learning at Aston University. A contribution to A Case for Online English Language Teacher Education. Monterey, CA: The International Research Foundation for English Language Education. 
  • Copland F. (2012) Legitimate talk in feedback conferences. Applied Linguistics, 33/1. 1-20
  • Copland F. (2011) Negotiating face in the feedback conference: a linguistic ethnographic approach.  Journal of Pragmatics 43(15), p. 3832 - 3843
  • Copland F. (2010) Causes of tension in feedback: an alternative view.  Teaching and Teacher Education, 26 (3), p.466-472
  • Copland F (2008) Deconstructing the Discourse: Understanding the Feedback Event.  In Garton S. and Richards K. Professional Encounters in TESOL. London: Palgrave
  • Copland F. (2004) MA Courses in TEFL/TESOL: Are we meeting the needs of our Asian Students?  Teacher Development SIG Issue 1/04
  • Copland F. (2004) Planning for Successful Teaching and Learning.  In Harnisch H. and Swanton P. (eds)  Adults Learning Languages A CILT Guide to Good Practice London: CILT
  • Copland F. (2004) In the Classroom: the Teaching and Learning Process. In Harnisch H. and Swanton P. (eds)  Adults Learning Languages A CILT Guide to Good Practice London: CILT
  • Copland F. and Garton S. (2012) Life after on-line learning. In England, L. (ed) Online Language Teacher Education:  TESOL Perspectives London: Routledge
  • Copland, F. and Garton, S. with Davis M. (2012). Crazy Animals and Other Activities for Teaching Young Learners.  London: British Council
  • Garton, S., Copland, F. and Burns, A. (2011). Investigating Global Practices in Teaching English to Young Learners.  London: British Council
  • Copland F. and Garton S. (2011). ‘I felt that I do live in the UK now’: international students’ self-reports of their English language speaking experiences on a pre-sessional programme.  Language and Education 25 (3), 241 – 255
  • Copland F. and Mann S. (2011) The Coursebook and Beyond. Tokyo: Abax
  • Copland F. and Mann S. (2010) Dialogic talk in the post-observation conference; an investment in reflection. In Park G.(Ed) Observation of Teaching: Bridging Theory and Practice through Research on Teaching. Lincom Europa Publishing.  .
  • Copland F. and Neokleos G. (2011)  L1 to teach L2: complexities and contradictions.  ELT Journal 65(3) 270 -280
  • Garton S. and Copland F. (2010) ‘I like this interview: I get cakes and cats’: the effect of prior relationships on interview talk.  Qualitative Research 10 (4), 1 -19

Presentations

  • Copland F. (2010) L1 to teach L2: complexities and contradictions in bilingual encounters.  Paper presented at Sociolinguistics Symposium 18, University of Southampton
  • Copland F. (2010) Using L1 in classroom talk: what affordances does it give? Paper presented at TESOL Arabia, Dubai
  • Copland F. (2010) Dialogic Talk in Feedback Conferences.  Paper given at IATEFL, Harrogate, UK
  • Copland F. (2009) Feedback talk: preparing teachers for the profession.   Paper presented at Connecting Discourses BAAL Seminar.  University of Warwick.
  • Copland F. (2008) Legitimate Talk. Paper presented as part of the Colloquium Classrooms as cultural context: The legitimacy of educational exchange at BAAL conference, University of Swansea
  • Copland F. (2008) How to Choose Your Course Book.  Paper presented at Japanese Association of Language Teachers (JALT), Tokyo, Japan
  • Copland F.(2008) Choosing Your Post-graduate Course.  Paper presented at Japanese Association of Language Teachers (JALT) Tokyo, Japan.
  • Copland F. and Garton. S. (2008) ‘I like this interview; I get cakes and cats’: role and identity in the research interview. Paper presented at Advances in Language, Ethnography and Communication.  Aston University, Birmingham.
  • Copland F  (2007) Power relationships in initial teacher training post-observation feedback: what a genre analysis can tell us. Paper presented at BAAL conference, University of Edinburgh
  • Copland F. (2007) Expectations and Realities: how to behave in the post-observation feedback event.  Paper presented at Linguistic Politeness Conference, University of Leeds.
  • Copland F (2006)From Applied Linguistics to linguistics applied: delivering bad news in the pre-service teacher training event.  A linguistic and paralinguistic analysis.  Paper presented at BAAL Conference, University of Cork.
  • Copland F. (2006) The feedback event: an invitation to rudeness? Poster presented at Linguistic Politeness Conference, University of Huddersfield.

Invited Talks

  • Copland F. (March 2012) Developing research and the researcher: the case for mixed methods in TESOL investigations.  Featured Speaker Paper given at TESOL Arabia, Dubai
  • Copland F. (March 2012) Legitimate Talk in Feedback Conferences.  Featured Speaker Paper given at TESOL  Arabia, Dubai
  • Copland F. and Garton S. (March 2012) Issues and challenges for teacher of English to Young Learners.  Paper given at Learning English in Primary Schools: What do our children and teachers really need? British Council Seminar, Beirut Lebanon
  • Copland F. and Garton S.  (March 2012) Global views and local contexts in teaching English to young learners Paper given at Learning English in Primary Schools: What do our children and teachers really need? British Council Seminar, Beirut Lebanon
  • Copland F. (November 2011) L1 to teach L2: complexities and contradictions. Featured speaker talk given at JALT, Tokyo, Japan
  • Copland F. (November, 2010)L1 to teach L2: contradictions and complexities.  Seminar presented for the Unesco Chair in Applied Research in Education Seminar Series, Sharjah Higher Colleges of Technology, Dubai.
  • Copland F. (2010)  (November 2010) Talk in Feedback Conferences. Lecture given for the British University in Dubai.
  • Copland F. (2009) Talk in the Post-Observation Feedback Conference.  University of Bristol, Graduate School of Education
  • Copland F. (2009) Legitimate talk in feedback conferences.  University of Warwick
  • Copland F. (2008) Politeness in feedback talk: an analysis of face threatening acts.  University of Birmingham
  • Copland F. Legitimate Talk. (2008) Invited talk in colloquium: Classrooms as cultural context: The legitimacy of educational exchange  Convenor, Angela Creese; Discussant, Janet Maybin
  • BAAL (British Association for Applied Linguistics)
  • IATEFL (International Association of Teachers of English as a Foreign Language)
  • UK LEF (UK Linguistic Ethnography Forum) - Treasurer
Room: NW919 
Phone: 0121 204 3826
Email: f.m.copland@aston.ac.uk 

Employable Graduates; Exploitable Research