Professor Terry Lamb B.Sc, PGCE, M.A., Ph.D., Chevalier dans l'Ordre des Palmes Académiques
Professor of Languages and Pedagogy
Senate Award Fellow (Sustained Excellence in Learning and Teaching)
Director of Learning and Teaching
Director, MA in Applied Professional Studies in Education
Director, MA in Applied Professional Studies in Education (Online)
Tel: (+44) (0)114 222 8118
Fax: (+44) (0)114 279 8631
Terry has a deep commitment to learning and teaching, which dates back to the beginning of his career as a secondary school languages teacher. His teaching embodies a series of key values and principles: inclusion and social justice, voice and influence, internationalisation, and innovation, which he has explored in many different ways over the years in order to enhance learning. These values and principles inform his teaching interests and approaches, which means that his students can expect a range of learning experiences: learning actively through exploration and discussion with each other; exploring and developing new ideas; reflecting critically on their prior assumptions; learning to value and enjoy linguistic and cultural diversity. Most of his students are teachers, who learn to identify their own learning priorities and to take responsibility for their own professional learning.
Terry is Director of Learning and Teaching in the School of Education and in 2013 received a Senate award for Sustained Excellence in Learning and Teaching.
He is also Director of the MA in Applied Professional Studies in Education, a programme designed to support teachers at all stages in their careers to enhance their subject knowledge and to develop and disseminate their own classroom practice. The programme also enjoys the partnership of nine subject associations. Recently Terry has developed an online version of the MA in Applied Professional Studies in Education. Though focused on overseas students, including those from Europe, the online programme will also provide better access to MA APSE study to some UK students.
Terry has vast experience of working with students and teachers from diverse backgrounds, both within the UK and internationally, and aims to enable them to develop ideas, which are relevant to their own lives and within their own contexts. In addition to the above programmes, he teaches on the iPGCE, Distance Learning Masters and Doctoral Programmes in Singapore and Malta, as well as the EdD in Language Learning and Teaching. He also supervises many doctoral students from around the world (see below).
Terry’s teaching is underpinned by his research, just as his research informs his teaching. He has two main research areas, learner and teacher autonomy in language learning, and multilingualism.
Learner and Teacher Autonomy in Language Learning
Terry researches ways in which learners can learn to have a voice in what they are learning, and how different educational contexts and spaces can support this. This encompasses a range of teaching and learning modes, from classroom-based to self-access and e-learning. He is particularly interested in the relationship between autonomy, motivation and identity in secondary-aged language learners, and in metacognitive knowledge and beliefs about learning. He also researches the implications for the teacher and the teacher´s own autonomy, including teacher-as-learner, action research and critical reflection, and has carried out consultancy work with teams of teachers in many countries, including Chile, Colombia, Germany, Malaysia, Singapore, Spain and Turkey. For six years, Terry was the elected convener of the international AILA Research Network in Learner Autonomy in Language Learning under the auspices of AILA (Association Internationale pour la Linguistique Appliquée), and he has published widely in this field. His latest interest is in the relationships between space, place and autonomy, and he is organising a research symposium on this topic at the next AILA World Conference in Brisbane, Australia, in 2014.
Multilingualism and plurilingualism
Terry has a commitment to supporting and promoting linguistic diversity, and a particular research interest in multilingual policy and pedagogy in different contexts. He has carried out research in the field of urban education, focusing on ways in which learners´ plurilingualism can be supported in order to benefit the individual as well as the community as a whole. His research into education for linguistic diversity encompasses areas such as community languages, complementary education, language planning, diversification, language awareness, English as an Additional Language and methodologies for less taught languages. He also argues that every teacher is a language teacher, and that teachers should draw on a child’s full linguistic repertoire to enable them to reach their potential. Terry works closely with the Council of Europe’s European Centre for Modern Languages (ECML) on a range of projects in this field.
Language Teacher Associations
Terry has a long history of working with subject associations and is currently President of the Fédération Internationale des Professeurs de Langues Vivantes (FIPLV), which represents hundreds of thousands of language teachers around the world. He continues to conduct research into the role of subject associations in member countries, focusing on ways in which they support teachers’ professional learning and represent teacher voice in policy. He is currently organising the 2015 FIPLV World Congress, which will take place in Niagara Falls, Canada.
Terry spent 16 years teaching languages (French, German, Spanish, Turkish) in secondary schools in London and Derbyshire. He has also carried out advisory work, taught English in Poland and Turkey, and been a consultant to the Ministry of Education in Malaysia on the `Learning how to Learn´ curriculum development project. He is an official EU Expert on Intercultural Education, and in this capacity has worked as a consultant to the Ministry of Youth, Education and Sport, Czech Republic, on projects relating to the development of a European dimension in the curriculum and to the development of positive attitudes towards the Roma population.
Terry has had major roles in the development of language policy nationally. He is former President of the Association for Language Learning, was a member of the government´s National Languages Steering Group and a governor of CILT, the National Centre for Languages. In 2008 he was appointed Chair of the Languages Diploma Development Partnership by the then Secretary of State for Education, Ed Balls.
In 2009, Terry was awarded the title Chevalier dans l'ordre des Palmes Académiques by the French prime minister for services to languages and European culture, in particular French.
Locally, Terry is proud to be Patron of Languages Sheffield.
Some of Terry's activities
- Member of Senate, the University of Sheffield
- President, FIPLV (Fédération Internationale des Professeurs de Langues Vivantes)
- Editor, International Journal of Innovation in Language Learning and Teaching
- Member of the Editorial Boards of six academic journals: EL.LE Educazione Linguistica. Language Education, Università Ca’ Foscari, Venice, Italy; The Journal of Language Teaching and Learning, Turkey; The Journal of Language Teaching and Research, China; Íkala Journal of Language and Culture, Colombia; PROFILE Journal, Universidad Nacional de Colombia; Language Learning Journal, UK
- Member of the Editorial Boards of two professional journals: Scuola e Lingue Moderne, Italy; SAALT Journal for Language Teaching/SAVTO Tydskrif vir Taalonderrig (South African Association for Language Teaching)
- Member of the editorial boards of three Italian book series: SAIL: Studi sull’Apprendimento e l’Insegnamento Linguistico; I libri di Babele (Utet); Avamposti di glottodidattica (Guerra)
- Editor, Peter Lang book series, Foreign Language Teaching in Europe
Lamb, T.E., Atanasoska, T., Hepp, M., Jönsdottir, S. and Zielinsky, J. (2012) Learning from each other: A handbook for language teacher associations. Graz, Austria: European Centre for Modern Languages http://lacs.ecml.at/Folder/tabid/2643/language/en-GB/Default.aspx.
Murray, G., Gao, X. and Lamb, T. (eds) (2011) Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters
Lamb, T.E. and Reinders, H. (eds) (2008) Learner and teacher autonomy: concepts, realities and responses. Amsterdam: John Benjamin
Jiménez Raya, M. and Lamb, T.E. (eds.) (2008) Pedagogy for Autonomy in Modern Languages Education: Theory, practice, and teacher education. Dublin: Authentik
Jiménez Raya, M., Lamb, T.E. and Vieira, F. (2007) Pedagogy for Autonomy in Language Education in Europe: a Framework for Learner and Teacher Development. Dublin: Authentik.
Lamb, T.E. (2010) ‘Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes’, in Paran, A. and Sercu, L. (eds) Testing the untestable in language and education. Clevedon: Multilingual Matters: 98-119
Lamb, T.E. (2010) ‘La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy’ in Diadori P. (ed.) Formazione, qualità e certificazione per la didattica delle lingue moderne in Europa/TQAC in FLT. Training, Quality and Certification in Foreign Language Teaching. Florence, Italy: Le Monnier: 22-30
Lamb, T.E. (2009) ‘Controlling learning: relationships between motivation and learner autonomy’ in Pemberton, R., Toogood, S. and Barfield, A. (eds) Maintaining control. Hong Kong: Hong Kong University Press 67-86
Lamb, T.E. and Little, S. (2006) ‘Identitätsbildung im Fremdsprachenunterricht’, in Jung, U. (ed.) (2006) Praktische Handreichung für Fremdsprachenlehrer. Frankfurt am Main: Peter Lang: 381-385
Lamb, T.E. (2012) ‘Language associations and collaborative support: language teacher associations as empowering spaces for professional networks’, in Innovation in Language Learning and Teaching, 6/3: 287-308
Lamb, T.E. (2011) ‘Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners’ Voices’, in Canadian Journal of Applied Linguistics, 14/2: 68-85
Lamb, T.E. (2011) ‘Reconceptualising Intercultural Education: A Model from Language Education’, in Hermeneia, a Journal of Hermeneutics, Art Theory and Criticism, no. 11/2011: 79-87
Recent Funded Projects
Why Languages Matter! Multilingualism throughout the Sheffield City Region, Awarding Body: ESRC Festival of Social Sciences (2013)
Políticas educativas y plurilingüismo en la escuela española: análisis comparado de modelos de enseñanza de las lenguas, in collaboration with Universities of Granada (Spain), Minho (Portugal), Wisconsin-Madison (USA), Awarding Body: Plan Nacional I+D+i (España) (2013-2014)
World Languages Project, in collaboration with University of London (Institute of Education), University of Wolverhampton, and the Association for Language Learning, Awarding Body: TDA (2009-2011)
Current Research Students
Ross Kirkby - Awareness-raising and appropriation activities in the teaching of speaking: EFL teachers’ perspectives
Constantinos Tsouris - Collaborative learning integration in the ESP classroom and curriculum: teachers’ and students’ perceptions and practices
Kerstin Zindler - Content and Language Integrated Learning (CLIL) and PE in England: An exploratory study
Anfal Aljaser - Making space for reflective learning and teaching in Kuwaiti language classrooms: The case for autonomous learning and teaching
Hashil Al-Sadi - Learner Autonomy and Voice in Tertiary Language Education in Oman
Abdallah Elmahjoub - An ethnographic investigation into teachers' and learners' perceptions and practices in relation to learner autonomy in a secondary school in Libya
Anthony Farrugia - Teachers as learners: The continuous professional development of teachers in Maltese primary schools
Maha Halabi - Understanding tutors perceptions about the Distance Language Learning Programme (DLLP) and its role in the development of learners’ autonomy: An empirical study at King Abdul-Aziz University, Jeddah, Saudi Arabia
Boby Kappen - Implementation of learner autonomy in EL classrooms in Singapore’s private educational institutions.
Peipei Kong - A study of teachers' perceptions on how to improve the learning and teaching of English in Chinese secondary schools
Alice Micallef - Pedagogy for autonomy for teacher development in Malta: knowledge, skills and awareness for teaching in the field of foreign language learning
Angsu-orn Na Nongkhai - Motivation and learner autonomy in higher education in Thailand
Lisa Procter - Children, schooling and emotion
Charles Saliba - Teaching Maltese as a second language to adults
Silih Warni - Implementation of electronic portfolios to foster learner autonomy in writing classes
Jiaqi Wei - The study of the interrelation between English learning websites and learner autonomy: A case study on EFL (English as a Foreign Language) students at universities in China
Wanjing Zhao - Learner and Teacher Autonomy in China
Completed Research Students
Yingying Chen -l 2011 Becoming an independent learner: a study of L2 motivation and learner differences among Taiwanese undergraduate ESF students
Christopher Jarvis - 2013 Using pupil voice to investigate students' thoughts and opinions on cross-curricular language teaching
Iris Ferrier - 2012 A comparative study on theme positioned poetic devices in effective school essays in English and German
Michael Taylor - 2011 Developing little linguists? pupils' perceptions of modern languages in the primary school
Christine O’Leary - 2011 Developing autonomous language learners within the he curriculum: a postmodern and social constructivist perspective
Mona Aljehani - 2010 Learning to teach languages: an exploratory study of student language teachers' beliefs and their relationships to learner and teacher-as-learner autonomy
Joseph Kimoga - 2006 Analysing the influence of ‘managerialism’ on the classroom language of Ugandan rural primary school teachers
Sabine Gläsmann - 2006 The concept of Peer Cognisance: Exploring participants' experiences of collaboration in a networked learning project
Jane Dodman - 2005 A SLICE of life: towards transformation in an inner-city preparatory school in Kingston, Jamaica