Dr Mark Payne B.A., M.Phil., PhD
Lecturer in Language Education
Tel: (+44) (0)114 222 8170
Weibo: MA LangEd
I have a background in Modern Foreign Language (MFL) teaching, predominantly as a teacher of German and Spanish in secondary schools in Harlow and Cambridge. Therefore, my research interests have centred mainly on issues around second language acquisition, foreign language planning, the teaching and learning of languages and language classroom practices more generally. For my ESRC-funded PhD at the University of Cambridge, I investigated foreign language planning in multilingual schools and their communities in London and the Midlands. In my work, I have utilized largely exploratory methodologies linked to Grounded Theory, drawn on qualitative interviews, observational and photographic data and worked with both adult and child participants in educational settings. My qualitative data analysis tool of choice is the software package ATLAS/ti and I provide ATLAS support in the School of Education.
Since January 2013, I have been investigating the educational, linguistic and social integration of migrant pupils in local schools, particularly newly-arrived children from Slovakian Roma backgrounds. I am currently running a five-year longitudinal study funded by Academies and Enterprise Trust (AET), which explores the nurturing of Slovakian Roma children in a local secondary school and the whole-school and curriculum adjustments and adaptations made in light of the new arrivals.
I have conducted ethnographic fieldwork in Roma communities and primary and secondary schools in Eastern Slovakia, in conjunction with the University of Prešov.
I presented findings from my research at the IRIS Conference, University of Birmingham, in June 2014 and at the WUN Conference, Cape Town, in October 2015. This work is situated within the wider field of sociolinguistics and globalization, and contributes to debates on social and educational superdiversity.
Related to my research but on a more personal level, I have worked in Calais, France, on three occasions for the charity SALAM (Soutenons, Aidons, Luttons, Agissons pour les Migrants et les pays en difficulté) whose mission is to aid the migrants camped out there on the edge of the town. This work has involved helping out with the preparation of 800+ meals daily and the subsequent distribution of the food and other aid to the migrants. During my time in Calais I have been privileged to hear first-hand accounts of often perilous migration journeys.
Due to my ongoing work, I have been interviewed on both BBC local radio and BBC television about the Slovakian Roma, my work in Calais and migration issues more widely.
I enjoy my teaching and value the contact with all my students across all progammes. I aim to make sure that my teaching sessions draw upon relevant, critical and up-to-date linguistic and educational research. I believe that sound theory makes for good practice.
I am the Director of the MA in Education: Language and Education course (EDUT220). I am also a member of the EdD Language Learning and Teaching team and I supervise a number of PhD and EdD students.
Prieler, T. & Payne, M. (2015) Supporting the educational development of Slovak Roma pupils in Sheffield: The Roma Language and Education Tool (RoLET). Tilburg Papers in Culture Studies 151, Tilburg: Babylon.
Payne, M., Prieler, T., Edge, H. & Perin, B. (2015) The Educational, Linguistic and Social Integration of Slovakian Roma Children at Firth Park Academy, Sheffield. London: Academies Enterprise Trust.
Goddard, R. and Payne, M. (2014). Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL). In: L. la Velle (ed) Masterliness in the Teaching Profession. London, Routledge.
Payne, M. & Almansour, M. (2014): Foreign language planning in Saudi Arabia: beyond English, Current Issues in Language Planning, 5(3), 327-342.
Payne, M. (2014). The integration of Roma Slovak pupils into a secondary school in Sheffield: A case of school super-diversity? Tilburg Papers in Culture Studies 101, Tilburg: Babylon.
Payne, M. and Griffiths, W. (2014). MFL Teachers Teaching Classics: The Sheffield-Cambridge Latin Short Course, The Journal of Classics Teaching, No. 29, Spring 2014, pp. 56-60
Rolfe, V. and Payne, M. (2013). The impact of rote learning on pupil perceptions of attainment and improvement: The case of Russian, Rusistika, (Rusistika online), Issue 37, October 2013
Payne, M. (2013). Training teachers of Russian in the UK: An update, Rusistika, (Rusistika online), Issue 37, October, 2013
Payne, M. and Spurgin, C. (2013). Cultural Content and References in the Teaching of German, German as a Foreign Language (GfL online), Issue 1 2013, pp. 52-68
Goddard, R. & Payne, M. (2013): Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL), Journal of Education for Teaching: International research and pedagogy, 39:1, 123-135
Payne, M. (2012). Qualitative Research in Language Planning and Policy. In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics, Oxford, England: Wiley-Blackwell
Payne, M. (2012). Utilizing Photographs in Researching Foreign Language Planning, Peerspectives, Issue 9, Summer 2012, pp. 14-23
Payne, M. (2012). The Challenge for German in English Secondary Schools: A Regional Study, German as a Foreign Language (GfL online), Issue 1 2012, pp. 46-69
Payne, M. (2011). The Sheffield Modern Languages PGCE: A Range of Languages and Issues, Languages Today, Issue 9, p.30
Payne, M. (2011). Exploring Stephen Krashen’s ‘i+1’ Acquisition Model in the Classroom, Linguistics and Education, Vol. 22, Issue 4, pp.419-429.
Hobbs, V., Matsuo, A., & Payne, M. (2010). Code-switching in Japanese language classrooms: An exploratory investigation of native vs. non-native speaker teacher practice, Linguistics and Education, Vol.21, pp. 44-59.
Payne, M. (2007). Foreign Language Planning: Towards a Supporting Framework. Language Problems and Language Planning Vol. 31, No.3, pp.235-256
Payne, M. (2007). Foreign Language Planning: Pupil Choice and Pupil Voice. Cambridge Journal of Education Special Edition `Language Choice´ Vol. 37, No. 1, pp. 89-109.
Payne, M. (2006). Foreign Language Planning: The Pupil Perspective. Current Issues in Language Planning Special Edition `Micro Language Planning´ Vol. 7, No. 2&3, pp. 189-213.
Payne, M. and Evans, M. (2005). Researching Modern Foreign Language Provision within the Context of the Multilingual School and Community. Language Learning Journal Summer, No. 31, pp. 30-38.
Payne, M. (2004) Language Provision in the Context of the Multilingual School and Community in England. Paper presented at the conference: Language and the Future of Europe: Ideologies, Policies and Practices, University of Southampton, 8 July 2004 http://www.lang.soton.ac.uk/lipp/restricted/LIPP_Payne.pdf
Payne, M. (2000). The Future of Modern Languages Teaching. Conference and Common Room Vol.37, No.2, pp.22-25
Conferences and Presentations
26 May 2016, Co-operative Academy, Leeds. CPD series guest lecture: Educational challenges for Slovak Roma in Sheffield
28 April 2016, Sheffield Hallam University. Paper: Educational Challenges for Slovak Roma in Sheffield and Bystrany-Slovakia. Event: Second Migration, Culture and Community Workshop
9 December 2015, Firth Park Academy, Sheffield. Outstanding Teachers CPD guest lecture: Migration and Immigration: Enabling participation of Slovak Roma pupils
16 October 2015, University of Cape Town, South Africa. Paper: Problematizing Linguistic Landscaping Research: The Hidden Language of Page Hall, Sheffield. WUN Conference: Multilingualism and Mobilities - Understanding Globalization.
29 June 2015, University of Sheffield. Paper: From periphery to centre: nurturing Slovakian Roma children at secondary school. WUN Conference: Multilingualism and Mobility in the Northern and Southern Hemispheres.
25 June 2015, Co-operative Academy, Leeds. CPD event guest lecture: One week in Slovakia.
22 April 2015, University of Prešov. Slovakia. Guest Lecture: Migration and Immigration: The Slovakian Roma in Sheffield.
13 February 2015, Firth Park Academy, Sheffield. CPD event guest lecture: Migration and Immigration: The integration of Roma Slovak pupils into a secondary school in Sheffield.
25 June 2014, University of Birmingham. Paper: The integration of Roma Slovak pupils into secondary schooling in Sheffield: A case of school superdiversity? Event: Superdiversity: Theory, Method and Practice, 23-25 June, 2014.
31 January 2014, University of Sheffield. Paper: An exploratory study of the integration of Roma children into secondary school education in the UK: A case study of pupils in a Sheffield school. Event: Faculty of Social Sciences Migration Research Group Launch Symposium: Patterns and Pathways in European Union Migration and Mobility since 2004.
18 May 2013, Manchester Grammar School. Paper: MFL Teachers Teaching Classics: The Sheffield-Cambridge Latin Short Course. Event: Joint Association of Classical Teachers Conference
5 September 2012, University of Manchester. Paper: Assessment for Learning (AfL): How have AFL practices impacted upon the substantive content of lessons? Event: British Educational Research Association Conference (BERA), 4-6 September, 2012.
4 September 2012, University of Manchester. Paper: Criticality and the Masters in Teaching and Learning (MTL). Event: British Educational Research Association Conference (BERA), 4-6 September, 2012.
9 June 2011, University of Sheffield. Paper: Exploring Stephen Krashen’s ‘i+1’ Model in the Classroom. Event: Department of Education Seminar Series.
27 January 2009, University of Sheffield. Paper: An investigation of Japanese communicative language pedagogy. Event: Department of Education Seminar Series.
11 September 2008, University of Swansea. Paper: An investigation of Japanese communicative language pedagogy. Event: British Association of Applied Linguistics Conference (BAAL), 11-13 September, 2008.
16 September 2004, UMIST Manchester. Paper: Researching Foreign Language Provision within the Context of the Multilingual School and Community. Event: British Educational Research Association Conference (BERA), 15-18 September, 2004.
8 July 2004, University of Southampton. Paper: Foreign Language Planning and Provision in the Context of the Multilingual School and Community in England. Event: Language and the Future of Europe: Ideologies, Policies and Practices, 8-10 July, 2004.
12 May 2003, University of Cambridge. Paper: A Study of Language Diversification within the Context of a Diverse School Community. Event: The Second Language Education Group (SLEG) Seminar Series, University of Cambridge.
2015-2020: Academies and Enterprise Trust (AET): Funding for 5-year longitudinal research project: Nurturing Slovak Roma Children at Secondary School: A Longitudinal Study
2015-2016: Academies and Enterprise Trust (AET): Funding for research project: The Educational, Linguistic and Social Integration of the Roma Slovak Children at Firth Park Academy.
2014-2015: World Universities Network (WUN) Research Development Fund: Funding for project: Multilingualism & Mobility in the Northern & Southern Hemispheres.
2013-2014: Sheffield Undergraduate Research Experience (SURE). Funding for research project: An exploratory study of the linguistic and educational integration of Slovakian children into secondary school education in the UK.
2009-2011: Teacher Development Agency (TDA). Funding for Sheffield University World Languages Project.
2006-2007: ESRC and TLRP Research Fellow. One-year Research Fellowship in collaboration with the University of Cambridge 2008.
2001-2004: Economic and Social Research Council Award No. R42200134362. Full studentship to study for a PhD at the Faculty of Education, University of Cambridge.
Maram Almansour- Researching foreign language planning and policy in Saudi schools
Jaime Chung - Exploring the South Korean “Manager Moms”: The Role and Issues of English Language Education in Self-directed Lifelong Learning
Ahmed Frewan - Exploring EFL teachers’ perceptions of the teaching of communication strategies
Manouri Samarasinghe - Teaching critical thinking in ESL teaching and learning: the case of Oman
Leyla Silman Karanfil - Exploring Turkish Cypriot and Turkish English teachers’ language practices in foreign language classrooms, specifically within one university foundation program (Prep) in the north of Cyprus.
Fatema Al Feteisi - Evaluation of the use of published materials in an English language programme: a comparison with in-house materials
Julia Clifford - Testing the untestable or defending the indefensible?: an investigation of the usefulness of academic English language assessments at a UK HEI
John Matipano – Evaluating the impact of technology on language learning and teaching