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.

Donaghue, H., & Bates, P. (n.d.). Synchronous computer-mediated communication as a peer observation tool. English Language Teaching Journal.

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

Donaghue, H., & Copland, F. (2021). Analysing discourses in teacher observation feedback conferences. Routledge.

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.

Presentations

Donaghue, H., Copland, F., Farr, F., & Kobayashi, E. (2020). Analysing post observation feedback talk: Dialogism, identity, corpus, and socialization. Symposium. Presented at: TESOL annual convention, Denver, Colorado, USA

Donaghue, H., Copland, F., Farr, F., & Kobayashi, E. (2020). Post observation feedback talk: Affordances of different theoretical lenses and analytical approaches. Colloquium presentation. Presented at: American Association for Applied Linguistics Conference, Denver, Colorado, USA

Donaghue, H. (2019). Face in post observation feedback. Keynote. Presented at: Super-size your CELTA conference, University of Central Lancashire, UK

Donaghue, H., & Taylor, L. (2018). Using post-test think aloud interviews to investigate student reading skills and reading test validity. Presented at: The English UK North Academic Conference, The University of Sheffield, UK

Donaghue, H. (2018). Negotiating identities: relational work in critical post observation feedback. Presented at: The international and interdisciplinary conference on Applied Linguistics and Professional Practice (ALAPP), University of Cardiff, UK

Donaghue, H. (2018). Negotiating identities: relational work in critical post observation feedback. Presented at: British Association for Applied Linguistics (BAAL) Annual Conference, University of York, UK

Donaghue, H., & Oxholm, A. (2018). Help or hindrance: a critical examination of trainer talk. Presented at: 52nd Annual IATEFL Conference, Brighton, UK

Donaghue, H., & Taylor, L. (2017). Evaluating a pre-sessional reading test using stimulated recall interviews. Presented at: IATEFL Testing, Evaluation and Assessment SIG: Building Practical Assessment Skills for Teachers, University of Bedfordshire, Luton, UK

Donaghue, H. (2017). Post observation feedback: The influence of identity and face. Invited talk. Presented at: Surrey Learning Lunches Seminars, Department of Higher Education, University of Surrey

Donaghue, H. (2017). Teachers challenging supervisors' powerful identities during post observation feedback. Presented at: AILA 2017 World Congress, Rio de Janeiro, Brazil

Donaghue, H., & Oxholm, A. (2017). Introducing novice teachers to reflection through authenticated microteaching and discussion. Presented at: 51st Annual IATEFL Conference, Glasgow, UK

Donaghue, H., & Taylor, L. (2017). Evaluating a pre-sessional reading test using stimulated recall interviews. Presented at: BALEAP PIM: Evaluating the effectiveness of EAP, University of Edinburgh, UK

Donaghue, H. (2016). Identity in post observation feedback. Keynote. Presented at: Octavo Coloquio International sobre Investigacion en Lenguas Extranjeras, Universidad Nacional de Colombia, Bogota, Colombia

Donaghue, H. (2015). Post observation feedback: The influence of identity and face. Presented at: BAAL Annual Conference, Aston University, Birmingham, UK

Donaghue, H. (2015). Developing an online master's course: Promoting participation, reflection and dialogue. Presented at: IATEFL conference, Manchester, UK

Donaghue, H. (2014). How supervisors and teachers co-construct and negotiate face threat through interaction in post observation meetings. Presented at: AILA, World Congress, Brisbane, Australia

Donaghue, H., Howard, A., Copland, F., & Kurtoglu-Hooton, N. (2014). ELT supervisors' espoused feedback style and talk in post observation meetings. Featured symposium: Observation and Feedback: Practice, Talk and Reflection. Presented at: AILA World Congress, Brisbane, Australia

Donaghue, H. (2014). Using verbal reporting to find out how students read. Presented at: 48th Annual International IATEFL Conference, Harrogate, UK

Donaghue, H. (2013). The co-construction of face and identity in post-observation feedback meetings. Keynote. Presented at: Current Trends in Teacher Education International Conference, British University in Dubai, UAE

Donaghue, H., Lange, M., & Scott, R. (2013). A Community of Practice Approach to iPad training. Presented at: Current Trends in Teacher Education International Conference, British University in Dubai, Dubai, UAE

Donaghue, H. (2012). What I say and what I do: Supervisory feedback discourse. Presented at: Observation and Feedback: Research and Practice International Conference, British University in Dubai, UAE

Donaghue, H. (2011). A model for teaching and assessing reading skills. Invited Talk. Presented at: UNESCO Chair in Applied Research in Education Seminar Series, Sharjah Higher Colleges of Technology, Sharjah, UAE

Donaghue, H. (2011). Mitigation in observation feedback. Presented at: Observation and Feedback: The Way Forward International Conference, British University in Dubai, UAE

Donaghue, H., & Gitsaki, C. (2011). Teacher development through a Community of Practice. Presented at: 17th International TESOL Arabia Conference, Dubai, UAE

Donaghue, H., & Gitsaki, C. (2011). Teacher development through a Community of Practice. Presented at: 17th International TESOL Arabia Conference, Dubai, UAE

Donaghue, H., & Thompson, J. (2011). The use of CEFR descriptors in creating of a reading course. Presented at: First Biennial Higher Colleges of Technology – Cambridge ESOL CEFR Conference, Dubai Men’s College, Dubai, UAE