Fergus O'Dwyer
Enjoying lecturing English for Academic Purposes and Sociology at Marino. In general, I aim to position societal needs at the centre of endeavours. Future developments include an emphasis on communication in sporting environments, and wellbeing promotion.
I am also committed to pursuing the implementation of pedagogy to suit particular contexts, with the integration of frameworks like the Common European Framework of Reference for Languages (CEFR) a special interest. Currently editor of the CEFR Journal (https://cefrjapan.net/journal) and reviewer for several journals/book series.
For my PhD studies I studied male identities within a Dublin GAA club and the role of language in negotiating these identities in contemporary urban Ireland. Key issues include use of humour, interactional positioning, and sound variation. I developed many skills such as working independently and leading a team , synthesizing information, developing analytical frameworks which borrow from multiple perspectives, implementing mixed research methods from design to reporting stages etc.
Possible teaching modules include: Academic Writing, Action Research, CEFR-informed Teaching and Learning, English for Academic Purposes, Linguistics, Research Methods, Sociolinguistics, Sociology, Sociopragmatics, Sociophonetics, World Englishes.
I am also committed to pursuing the implementation of pedagogy to suit particular contexts, with the integration of frameworks like the Common European Framework of Reference for Languages (CEFR) a special interest. Currently editor of the CEFR Journal (https://cefrjapan.net/journal) and reviewer for several journals/book series.
For my PhD studies I studied male identities within a Dublin GAA club and the role of language in negotiating these identities in contemporary urban Ireland. Key issues include use of humour, interactional positioning, and sound variation. I developed many skills such as working independently and leading a team , synthesizing information, developing analytical frameworks which borrow from multiple perspectives, implementing mixed research methods from design to reporting stages etc.
Possible teaching modules include: Academic Writing, Action Research, CEFR-informed Teaching and Learning, English for Academic Purposes, Linguistics, Research Methods, Sociolinguistics, Sociology, Sociopragmatics, Sociophonetics, World Englishes.
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Books by Fergus O'Dwyer
For more details, or to request a copy for review, please contact: http://bit.ly/tandfreview For more information visit: www.routledge.com/9780367856472
Hb: 978-0-367-85647-2
eBook: 978-1-003-01414-0
Papers by Fergus O'Dwyer
set in Dublin, Ireland. Data collection is achieved by means of participant
observation, free recordings and interviews, all of which- involve a long-term
engagement with a relatively small group of individuals in a suburban sports
club setting. Qualitative and quantitative analysis demonstrate how linguistic
behaviour, attitudes, and sociocultural attributes contribute to the
construction of local identity. Statistical results act as a heuristic to identify
which social relations predict linguistic variation. These findings, in turn,
provide a base for discourse analysis by developing representative
examples of the discourse functions in depth. The main finding is that, in
many cases, the PRICE offset is backed and lowered in interactions that
are epistemic-based.
See https://journal.equinoxpub.com/WAP/article/view/18078
promoted in CEFR-informed courses using a learning cycle. Previous reports of
learning cycles in use have not adequately described how they can be
operationalised within the classroom—typically, they have been limited to
descriptions of the cycle alone. This paper provides specific examples of how a
CEFR-informed learning cycle has been implemented in an EFL process writing
class. Cyclical learning and the CEFR as the tools for bringing learner selfregulation
practices forward are first introduced. Next, a description of selfregulation
practices in the classroom context using the example of an essay
writing task in a process writing class is provided. The discussion then focuses on
how instructors can encourage learners to carry their self-regulation practices
forward to their future learning once a class has been completed. We conclude by
suggesting possible benefits of this learning approach, and future directions for
research.
CEFR has had much influence and we deal with the three main applications: for score translation, to improve foreign language education in Japan (pedagogical use of CEFR), and the establishment of Japan standards of foreign language proficiency. In the first case there are several ongoing developments how can do descriptors are also used for the score interpretation of high-stake tests. The CEFR and in particular can do descriptors are used as assessment, goal-setting and reflective tools to develop and plan curricula and courses. A number of research projects have been conducted to further produce language proficiency standards in Japan using the CEFR as a reference point.
This leads to one of the more serious issues regarding the implementation in the Japanese and other contexts: it could be the case that the more it is adapted to a specific context, the greater the possibility that the CEFR will lose its validity and the original language proficiency scales will be altered in an unhelpful way
For more details, or to request a copy for review, please contact: http://bit.ly/tandfreview For more information visit: www.routledge.com/9780367856472
Hb: 978-0-367-85647-2
eBook: 978-1-003-01414-0
set in Dublin, Ireland. Data collection is achieved by means of participant
observation, free recordings and interviews, all of which- involve a long-term
engagement with a relatively small group of individuals in a suburban sports
club setting. Qualitative and quantitative analysis demonstrate how linguistic
behaviour, attitudes, and sociocultural attributes contribute to the
construction of local identity. Statistical results act as a heuristic to identify
which social relations predict linguistic variation. These findings, in turn,
provide a base for discourse analysis by developing representative
examples of the discourse functions in depth. The main finding is that, in
many cases, the PRICE offset is backed and lowered in interactions that
are epistemic-based.
See https://journal.equinoxpub.com/WAP/article/view/18078
promoted in CEFR-informed courses using a learning cycle. Previous reports of
learning cycles in use have not adequately described how they can be
operationalised within the classroom—typically, they have been limited to
descriptions of the cycle alone. This paper provides specific examples of how a
CEFR-informed learning cycle has been implemented in an EFL process writing
class. Cyclical learning and the CEFR as the tools for bringing learner selfregulation
practices forward are first introduced. Next, a description of selfregulation
practices in the classroom context using the example of an essay
writing task in a process writing class is provided. The discussion then focuses on
how instructors can encourage learners to carry their self-regulation practices
forward to their future learning once a class has been completed. We conclude by
suggesting possible benefits of this learning approach, and future directions for
research.
CEFR has had much influence and we deal with the three main applications: for score translation, to improve foreign language education in Japan (pedagogical use of CEFR), and the establishment of Japan standards of foreign language proficiency. In the first case there are several ongoing developments how can do descriptors are also used for the score interpretation of high-stake tests. The CEFR and in particular can do descriptors are used as assessment, goal-setting and reflective tools to develop and plan curricula and courses. A number of research projects have been conducted to further produce language proficiency standards in Japan using the CEFR as a reference point.
This leads to one of the more serious issues regarding the implementation in the Japanese and other contexts: it could be the case that the more it is adapted to a specific context, the greater the possibility that the CEFR will lose its validity and the original language proficiency scales will be altered in an unhelpful way
Details: https://fergusodwyer.wordpress.com/events/
Outline of event:
A. Introduction of book [http://bit.ly/LxVar], and discussion: The impact of sports communication, with a specific focus on language of coaches, and impact on players and wellbeing.
B. Input by invited speakers
[05:07]- Seamus Kelly (Director, UCD Centre For Sport Studies): positive and negative aspects of humour in professional football.
[10:20] -Derek O’Riordan spoke about his role as a coaching partnership manager with sportscotland and coach developer with Scottish Rugby etc.
[17:45] -Pat Daly, former Director of GAA Games Development & Research, is currently spearheading the development of the Going WeLL learning resource (https://goingwell.ie/coaches/), with aims like developing the attributes of better coaching practice.
[27:00] C. Open discussion with the speakers, based on the talks
- Coaches and training regarding their communication
[35:00] - Picking up on sources of hidden curricula, and coherence across levels
[44:00] Technology to measure facets of wellbeing, other considerations; technology in coaching
[49:45] Player-centred coaching