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 Humanities
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.
DONAGHUE, H and THOMPSON, J. 2014. Talking about reading: Students’ perspectives. In Emery, H & Moore, N. (eds) Teaching, Learning and Researching Reading in EFL. Dubai: TESOL Arabia
HOWARD, A, DONAGHUE, H. and BURKE, L (eds), 2013. Participant Voices: Observation in Educational Settings. Abu Dhabi: HCT Press
DONAGHUE, H and DOLCI, I. 2013 Professional teaching portfolios. Perspectives 21 (2), 13-17
DONAGHUE, H, LANGE, M. and 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 Educational Technology Series, Book 2.Abu Dhabi: HCT Press.
DONAGHUE, H. and THOMPSON, J. 2012. A reading model for foundation year students at a tertiary institution in the United Arab Emirates. Research Notes. 49, 40-45
GITSAKI, C., DONAGHUE, H. and WANG, P. 2012. Using a community of practice for teacher professional development in the UAE. In: Boufoy-Bastick, B. (ed.) The International Handbook of Cultures of Professional Development for Teachers: Comparative International Issues in Collaboration, Reflection, Management and Policy Strasbourg, France: Analytics pp.415-436
DONAGHUE, H. 2003. An instrument to elicit teachers’ beliefs and assumptions. ELT Journal Volume 57, Issue 4.
DONAGHUE, H and POTTEN, H. 2000. Clockwise Upper Intermediate Teacher’s Resource Pack, Oxford University Press: Oxford
POTTEN, H and DONAGHUE, H. Clockwise Pre Intermediate Teacher’s Resource Pack, Oxford University Press: Oxford
2016 Identity in post observation feedback. Octavo Coloquio International sobre Investigacion en Lenguas Extranjeras. Universidad Nacional de Colombia, Bogota, June 1-3, 2016
2013 The co-construction of face and identity in post-observation feedback meetings. Current Trends in Teacher Education International Conference, May 16-17 2013, British University in Dubai
2011 DONAGHUE, H and THOMPSON, J. A model for teaching and assessing reading skills. 22 November 2011.UNESCO Chair in Applied Research in Education Seminar Series, Sharjah Higher Colleges of Technology