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.
Qualifications
- B.A. (Hons) Drama
- PG Diploma in Drama
- Diploma in Teaching English Overseas (PGCE)
- MA Applied Linguistics (with distinction)
- PhD Education
Teaching
- MSc TESOL programmes: Analysing Spoken Interaction; 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
Responsibilities
Course Director for MSc TESOL Programmes
Membership of Professional Bodies
- BAAL (British Association for Applied Linguistics)
- IATEFL (International Association of Teachers of English as a Foreign Language)
- UK LEF (UK Linguistic Ethnography Forum) - Treasurer
Research Interests
Publications
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. Legitimate Talk in Feedback Conferences Applied Linguistics 2011; doi: 10.1093/applin/amr040
Copland F. (in press) Legitimate talk in feedback conferences. Applied Linguistics
Copland F. Negotiating face in feedback conferences: a linguistic ethnographic analysis. Journal of Pragmatics,10.1016/j.pragma.2011.09.014
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 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
Copland F. and Garton S. (in press) ‘I feel that I do live in the UK now’: pre-sessional students’ self reports of their English language learning experiences. Language and Education
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. (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
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