Helen Donaghue PhD, MSc, MA, RSA Dip. TEFLA

I have worked for over twenty years in English language teaching and second language teacher education in the UK, Hungary and the United Arab Emirates. My research interests lie in the fields of pragmatics and discourse analysis with a particular interest in institutional interaction in educational settings. I am also interested in language testing and teacher education/professional development.  Current research projects include using linguistic ethnography to investigate contextualised talk, looking at aspects such as the negotiation of identity and face, and the way interactants navigate socially delicate talk.

Department of Education, Childhood and Inclusion

Social Sciences and Arts

I am the course leader for the MA TESOL and I teach on the EdD course and the PG Cert. in Learning and Teaching in HE. I also teach English for academic purposes.

Journal articles

Donaghue, H. (2020). Teachers and supervisors negotiating identities of experience and power in feedback talk. Modern Language Journal. http://doi.org/10.1111/modl.12633

Donaghue, H. (2020). Feedback talk as a means of creating, ratifying and normalising an institutionally valued teacher identity. Journal of language, identity and education. http://doi.org/10.1080/15348458.2019.1696683

Taylor, C.A., Gannon, S., Adams, G., Donaghue, H., Hannam-Swain, S., Harris-Evans, J., ... Moore, P. (2019). Grim tales: Meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99, 101513. http://doi.org/10.1016/j.ijer.2019.101513

Gannon, S., Taylor, C., Adams, G., Donaghue, H., Hannan-Swain, S., Harris-Evans, J., ... Moore, P. (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, space and society. http://doi.org/10.1016/j.emospa.2019.04.002

Donaghue, H. (2019). ‘Time to construct positive identities’: Display questions in post observation teacher feedback. Classroom discourse. http://doi.org/10.1080/19463014.2019.1581626

Donaghue, H. (2018). Relational work and identity negotiation in critical post observation teacher feedback. Journal of Pragmatics, 135 (Oct 18), 101-116. http://doi.org/10.1016/j.pragma.2018.08.002

Donaghue, H., & Oxholm, A. (2017). Engaging student teachers in reflection through micro teaching and interaction. The European Journal of Applied Linguistics and TEFL, 6 (2), 145-164. http://theeuropeanjournal.eu/

Donaghue, H. (2017). Experiences of second language teacher education. JOURNAL OF EDUCATION FOR TEACHING, 43 (2), 265-267. http://doi.org/10.1080/02607476.2017.1282749

Donaghue, H., & Dolci, I. (2013). Professional teaching portfolios. Perspectives, 21 (2), 13-17.

Donaghue, H., & Thompson, J. (2012). A reading model for foundation year students at a tertiary institution in the United Arab Emirates. Research Notes, (49), 40-45.

Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. English Language Teaching Journal, 57 (4), 344-351.

Donaghue, H. (n.d.). Teachers and supervisors negotiating face during critical account requests in post observation feedback. Journal of Politeness Research: Language, Behaviour, Culture.

Book chapters

Copland, F., & Donaghue, H. (2019). Post observation feedback. In The Routledge Handbook of English Language Teacher Education. (pp. 402-416).

Donaghue, H. (2017). Co-constructing positive identities in post-observation feedback talk. In Cardenas, M.L., & Basurto Santos, N.M. (Eds.) Investigación - research - recherche: En lenguas extranjeras y lingüística aplicada. (pp. 33-56). Bogota, Colombia: Universidad Nacional de Colombia & Universidad Veracruzana

Donaghue, H. (2015). Changing practice and enabling development: the impact of technology on teaching and language teacher education in UAE federal institutions. In Farrell, T.S.C. (Ed.) International perspectives on language teacher education: innovations from the field. (pp. 142-159). Basingstoke: Palgrave Macmillan

Donaghue, H. (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In Howard, A., & Donaghue, H. (Eds.) Teacher Evaluation in Second Language Education. (pp. 117-134). London: Bloomsbury Academic

Donaghue, H. (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In Howard, A., & Donaghue, H. (Eds.) Teacher Evaluation in Second Language Education. (pp. 117-134). London: Bloomsbury Academic

Donaghue, H., & Thompson, J. (2014). Talking about reading: Students’ perspectives. In Emery, H., & Moore, N. (Eds.) Teaching, Learning and Researching Reading in EFL. TESOL Arabia

Donaghue, H., Lange, M., & Scott, R. (2013). Reflecting on Mobile Learning: A Community of Practice Approach. In Dowling, S., Donaghue, H., Gunn, C., Hayhoe, S., & Raven, J. (Eds.) eLearning in Action: “Redefining Learning”. HCT Press

Donaghue, H., Lange, M., & Scott, R. (2013). Reflecting on Mobile Learning: A Community of Practice Approach. In Dowling, S., Donaghue, H., Gunn, C., Hayhoe, S., & Raven, J. (Eds.) eLearning in Action: “Redefining Learning”. HCT Press

Donaghue, H., Gitsaki, C., & Wang, P. (2012). Using a community of practice for teacher professional development in the UAE. In Boufoy-Bastick, B. (Ed.) International Handbook of Cultures of Professional Development for Teachers: Comparative International Issues in Collaboration, Reflection, Management and Policy.

Books

Howard, A., & Donaghue, H. (Eds.). (2014). Teacher evaluation in second language education. London: Bloomsbury Academic.

Howard, A., & Donaghue, H. (Eds.). (2014). Teacher evaluation in second language education. London: Bloomsbury Academic.

Donaghue, H., & Howard, A. (Eds.). (2013). Participant Voices: Observation in Educational Settings. HCT Press.

Donaghue, H., & Potten, H. (2000). Clockwise Upper Intermediate Teacher’s Resource Pack. Oxford University Press.

Donaghue, H., & Potten, H. (2000). Clockwise Pre-Intermediate Teacher’s Resource Pack. Oxford University Press.