Dr Jennifer Miller (Faculty of Education, Monash)

Job title:	Senior Lecturer
Qualifications:	B.A.(Hons), Dip.Ed, B.Ed.Stud.,M.A (App.ling)., PhD

Campus:	Clayton, Building 6, Room 315
Phone:	+61 3 990 52886
Fax:	52779

Email:	Jenny.Miller@Education.monash.edu.au

Teaching commitment

Biography

Jenny Miller has been a language teacher and second language teacher educator for many years, working in a number of Queensland high schools and at the University of Queensland, and now at Monash. She has also taught in EFL programs in France and Canada. She has worked extensively with immigrant and refugee students, and remains committed to the productive nature of combining practitioner knowledge with academic work. She is widely published in the areas of identity, the social framing of second acquisition and use, and TESOL pedagogy and curriculum.

Research Interests

Sociocultural framing of language learning and teaching; identity and discourse, and the politics of difference; second language pedagogy; teachers' work;pedagogy for low-literacy ESL learners

Professional Associations

Publications

(2003) Audible Difference: ESL and social identity in schools. Clevedon, U.K.: Multilingual Matters.

(2004) Social Languages and Schooling: The uptake of sociocultural perspectives in school. In Hawkins, M. (Ed). Social and cultural approaches to language learning and teaching, and teacher education. Clevedon UK: Multilingual Matters.

(2003) Identity and language use: The politics of speaking in schools. In Pavlenko, A. & Blackledge, A. (Eds) Negotiation of identity in multilingual contexts (Clevedon UK: Multilingual Matters).

(submitted) with Tan, K. E. & Miller, J. Doing School Writing: Tactical approaches of Malaysian students. (sent to Language and Education.)

(submitted) A sociocultural framing of second language research methodology. (sent to TESOL Quarterly)

(in press) with Brown, J. and Mitchell, J. Interrupted schooling and the acquisition of literacy: experiences of Sudanese refugees in Victorian secondary schools.(Australian Journal of Language and Literacy

(2005) with Brown, J. and Mitchell, J. African refugees with interrupted schooling in the high school mainstream: dilemmas for teachers and students. Prospect Journal: An Australian Journal of TESOL, 20 (2), 19-33.

(2000). Language use, identity and social interaction: migrant students in Australia. Research on Language and Social Interaction, 33 (1), pp. 69-11.

(1999) Becoming audible: social identity and second language use. Journal of Intercultural Studies, 20 (2), pp. 149-165.

(1998). From Second Language Acquisition to a Social View of Language. In B. Baker, M. Tucker & C. Ng, Educationss New Timespace: Visions from the Present, pp. 49-56. Brisbane: Postpressed.

(1997).Teachers who don't belong anywhere: three themes of itinerancy. Unicorn, 23 (1), 74-84.

(1997). LOTE in Primary School Contexts. In M. Goos, K. Moni & J. Knight (Eds.). Scholars in Context: Prospects & Transitions. Brisbane: Post Pressed.

(1997). Case study in second language research. Queensland Journal of Educational Research, 13 (1), pp. 33-53.

(1997). Reframing methodology in second language research: from language to discourse. Australian Educational Researcher, 24 (3), 43-56.

(1995). Grammar at school - a Dip. Ed's eye view. In C. Arbons Sol (Ed.). Who's Afraid of Teaching Grammar. Centre for Language Teaching and Research: University of Queensland, pp. 51-56

(2005) Review of C. Redson & G. Cunningham face2face. Elementary Students Book. Cambridge: Cambridge University Press. In VATME Newsletter, September

(2005) Review of K. Hyland (2003) Second language writing. Cambridge: Cambridge University Press. In VATME Newsletter, May, p. 6.

(2004) Review of T. Goldstein, Teaching and Learning in a Multilingual School: Choices, risks and dilemmas. In International Journal of Bilingual Education and Bilingualism, 7, (5), 480-481

(2004) Review of A. Pennycook, Critical Applied Linguistics. In International Journal of Bilingual Education and Bilingualism, 7 (2&3), 252-253.

(2004) Review of A. Tsui, Understanding Expertise in teaching: Case studies of ESL teachers. In TESOL in Context. 14 (1&2)

(2004) Review of R. Wajnryb, Stories: Narrative activities in the language classroom (Cambridge: CUP). In TESOL in Context 14 (1&2), 27-28.

(1999) Review of S. Riggins (Ed.), The Language and Politics of Exclusion: Others in Discourse, Discourse & Society.

(1998). Review of A. Georgakopoulou & D. Goutsos, Discourse Analysis: An Introduction. Discourse & Society, 9 (2), pp. 283-4.

(1998). Essay review of R. Lippi-Green, English With An Accent: Language, Ideology, and Discrimination in the United States. Discourse & Society, 9 (2), 296-8.

(1997). Revisiting Gee - lessons for schools and teachers. An essay-review of Social Linguistics and Literacies: Ideology in Discourses (2nd ed.) Discourse, 18 (1), 159-162

(1997). Rockpool Reflections: A review of J. Harrison's Cabramatta/Cudmirrah. Social Alternatives, 16 (3).

(2004) Everyday texts as primary resources (updated) ESL Educators Journal. 20 (2), 7-9.

(2003) The music in us all - teaching tips for using songs. QATESOL Newsletter No.2.pp.21-22.

(1998). Insights from the ACTA-VATME Conference. QATESOL Newsletter, No. 1, pp. 10-11.

(1998). New literacies...new texts. The Professional Exchange, Board of Teacher Registration. Issue 19, April, 1998.

(1998). The five macroskills: focussing on form with Diane Larsen-Freeman. MLTA Quarterly, Vol 113.

(1997). Why we should ask a teacher. Academic Views series, Edviews, 6 (11), p.14

(1995). The value of teacher perceptions. In Celebrating the Past: Sharing the Future. Proceedings of the Postgraduate Research Conference. Graduate School of Education, University of Queensland.

Newspaper articles (2004) Far from a class act. The Age, August 2. (2004) Class size really does matter. Courier Mail, August 30.