Dr Laura Gurney
Qualifications: PhD, MA TESOL, BA (Hons), NAATI
I am a languages educator who specialises in academic literacies, languages in higher education, and the theorisation of language practice.
Divisional Teaching Excellence Award 2019 recipient
University of Waikato Teaching Excellence Award 2019 recipient
I currently supervise PhD research in the areas of English as a medium of instruction in higher education, content and language integrated learning, the teaching and learning of literature, and multiliteracies.
Shazré Sarfraz, Doctor of Philosophy (2019)
- Thesis entitled: Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers' cognition and practices
- Role: Supervisor
Broadly, my research responds to transnational, sociocultural and geopolitical issues in language teacher education and professional development, language teaching practice, and the respective status and impacts of languages within internationalised post-compulsory education. My core research agenda targets the innovative conceptualisation, investigation and reframing of language educator capabilities, practices and professional learning opportunities to negotiate best outcomes in teaching and learning across educational settings.
As a key component of this, I investigate the institutional, economic and socioeducational factors which shape language teaching practice and inform practitioner learning, development and wellbeing. These include, for example, the framing of languages and language education within institutional policy, depictions of best practice responsive to industry priorities, administrative approaches to the provision of professional development, and comparative teacher education practices across educational settings in the Asia Pacific. Additionally, my research addresses ideologies underpinning the current provision of languages education, with a particular focus on post-compulsory education sectors.
Gurney, L., & Grossi, V. (2019). Performing support in higher education: Negotiating conflicting agendas in academic language and learning advisory work. Higher Education Research and Development, 14 pages. doi:10.1080/07294360.2019.1609916
Gurney, L., & Lee, S. (2019). Mobilities, pluralities, and neoliberal priorities Considering the international student perspective to explore tensions in higher education and academic literary practice. In V. Anderson, & H. Johnson (Eds.), Migration, Education and Translation: Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings (1 ed., pp. 14 pages). London: Routledge. doi:10.4324/9780429291159
Grossi, V., & Gurney, L. (2019). ‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories. Discourse Studies, 1-16. doi:10.1177/1461445619887540 Open Access version: https://hdl.handle.net/10289/13134
Gurney, L., & Demuro, E. (2019). Tracing new ground, from language to languaging, and from languaging to assemblages: rethinking languaging through the multilingual and ontological turns. International Journal of Multilingualism, 1-20. doi:10.1080/14790718.2019.1689982 Open Access version: https://hdl.handle.net/10289/13126
Find more research publications by Laura Gurney
Adult Education; Arts and Language Education; Education Research; English; Language/Literacy/Linguistics; Languages and Literacy Education; Lifelong Learning; Professional Learning; Teacher Education; Teacher Professional Learning/Development
English as an additional language
Spanish as an additional language
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Gurney, Dr Laura||9563||lgurney||TC.3.24||Education, School of (SOE)|
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