Jenny Hammond

Last updated

Jenny Hammond is an Australian linguist. She is known for her research on literacy development, classroom interaction, and socio-cultural and systemic functional theories of language and learning in English as an Additional Language or dialect (EAL/D) education. [1] Over the course of her career, Hammond's research has had a significant impact on the literacy development of first and second language learners, on the role of classroom talk in constructing curriculum knowledge and on policy developments for EAL education in Australia. [2] [3] She is an Honorary Associate Professor in the School of Education, University of Technology Sydney.

Contents

Biography

Hammond received her Bachelor of Arts degree from the University of Sydney in 1971. [1] She then completed a Diploma of Education at the Sydney Teacher's College in 1972. [1] Hammond's initial interest in literacy and EAL education was shaped by her experience of living in Italy and teaching English as a second language. [1] In 1977, she moved back to Australia and worked as an English as a Second Language teacher. [1] She also became interested in linguistics, and studied for an Applied Linguistics master's degree at the University of Sydney, graduating in 1983. [1] Hammond taught for many years in language and literacy education and English as an Additional Language (EAL) education and research design. She worked as a lecturer in Language Education at the University of Wollongong and Macquarie University. [1] She completed her PhD in linguistics from the University of Sydney in 1995. The title of her thesis was "The Grammatical Construction of Literacy: An Analysis of two primary school literacy programs". [4] From 1995 to 2008, she was appointed an associate professor in Language and Literacy, in the Faculty of Education, University of Technology Sydney. [5] From 2008 onwards she has held an Honorary Associate Professorship at the University of Technology Sydney, and continues to work as an active researcher and writer. [5]

Contributions to literacy and curriculum knowledge in EAL/D education

Hammond's research draws upon multiple theoretical approaches to learning, e.g. between Vygotsky's theories of learning, Alexander's notion of dialogic talk, [2] and the notion of scaffolding in language and literacy education. This research has impacted national policy development in relation to literacy development and curriculum knowledge in EAL/D education in Australia.

Literacy Development

While at Macquarie University, Hammond coordinated a large action research project with Adult Migrant English teachers in NSW and Queensland. The book English for Social Purposes, [6] published in 1992 and based on this research, is still widely used in adult literacy contexts, and was praised for its accessibility and usefulness in the Adult Migrant English Program. [7] Hammond was also the co-author of the national Adult Migrant English Program Literacy Strategy [8] [9] and a principal writer of the report Pedagogical Relations between Adult ESL and Adult Literacy. [10] The report was described as a 'major development' in the field of English literacy in a ministerial reference to the National Board of Employment, Education and Training (NBEET). [11]

A commissioned paper, written with Beverly Derewianka, on ESL Education for The Project of National Significance on the Preservice Preparation of Teachers for Teaching English Literacy [12] has been widely used in ESL programs in universities in Victoria, NSW and Queensland.[ citation needed ] Another paper co-authored by Hammond and Derewianka for Prospect: A Journal of Australian TESOL has also been widely used and quoted. [13] [ citation needed ]

Her work is cited in influential books on the field of ESL and EAL including Gibbons' Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers [14] and Exploring Literacies by de Silva Joyce and Feez. [15]

Policy Developments for EAL Education in Australia

Hammond's research has been highly influential in the development of national literacy policy for Australian schools, especially in relation to EAL/D. [3] [16]

Two Australian Research Council funded projects, Putting Scaffolding to Work in Language and Literacy Education: New Perspectives in ESL Education (with Pauline Gibbons and Mary Macken-Horarik), and Challenging Pedagogies: Engaging ESL students in intellectual quality, [17] with their emphasis on key principles of high challenge and high support, and their articulation of designed-in and contingent scaffolding, and message abundancy, have informed NSW Department of Education policy in English as an Additional Language (EAL) Education. [3] [16] In total about 400 EAL and class teachers in primary and secondary schools participated in these year-long intensive professional development programs. The outcomes of this research, and the model of research that Hammond and her colleagues worked with in these projects (of collaboration and input from groups of researchers, consultants and teachers) directly informed the EAL Pedagogy Project that was implemented by the Department of Education over a period of 10 years. [3]

Building on the principles and outcomes of these two ARC projects, the NSW Department of Education engaged Hammond in further research, this time focusing specifically on the needs of students from refugee backgrounds, funding two further projects: Transition of Refugee Students [18] and Classrooms of Possibility. [19] A series of videos emanating from the work in these projects were also launched by the Department of Education, for use by educational consultants, academics, lead teachers, and for professional development programs supporting teachers who are working with recently arrived EAL and refugee students in mainstream classes, [19] as well as an edited collection. [20]

Recognition

Hammond has been selected as a keynote speaker by the Australian Council of TESOL Associations and Australian Council for Adult Literacy, and as a plenary speaker by the Symposium on Second Language Writing. [21] [22] She was a featured speaker in Language Magazine's "Conversations with Experts in Multilingualism". [23]

Selected publications

Related Research Articles

<span class="mw-page-title-main">Bilingual education</span> Education conducted in two languages

In bilingual education, students are taught in two languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.

Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.

<span class="mw-page-title-main">English as a second or foreign language</span> Use of English by speakers with different native languages

English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the UK and TESL or TESOL in the US.

Second language writing is the study of writing performed by non-native speakers/writers of a language as a second or foreign language.

<span class="mw-page-title-main">Composition studies</span>

Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States. The flagship national organization for this field is the Conference on College Composition and Communication.

English-Language Learner is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.

Allan Luke is an educator, researcher, and theorist studying literacy, multiliteracies, applied linguistics, and educational sociology and policy. Luke has written or edited 17 books and more than 250 articles and book chapters. Luke, with Peter Freebody, originated the Four Resources Model of literacy in the 1990s. Part of the New London Group, he was coauthor of the "Pedagogy of Multiliteracies: Designing Social Futures" published in the Harvard Educational Review (1996). He is Emeritus Professor at Queensland University of Technology in Brisbane, Australia and Adjunct Professor at Werklund School of Education, University of Calgary, Canada.

Peter Freebody is an Australian Honorary Professorial Fellow at the University of Wollongong, Australia. Past appointments included Professorial Research Fellow with the Faculty of Education and Social Work and a core member of the CoCo Research Centre at the University of Sydney in Sydney, Australia. His research and teaching interests include literacy education, classroom interaction and quantitative and qualitative research methods. He has served on numerous Australian State and Commonwealth literacy education and assessment advisory groups. Freebody, with Allan Luke, originated the Four Resources Model of literacy education.

NNEST or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).

A significant construct in language learning research, identity is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. Because of the diverse positions from which language learners can participate in social life, identity is theorized as multiple, subject to change, and a site of struggle.

A diary study is an in-depth reflection on learning processes or teaching experiences regularly kept by an individual and then analyzed to look for recurring patterns or significant events. Diary studies are often used in qualitative studies and can be analyzed by diarists themselves or by researchers. It is a research genre gaining popularity in the TESOL field. Originated from both psychological and anthropological research, diary studies involve systematic personal accounts of the feelings, thoughts, beliefs, attitudes and reactions over a period of time. In other words, it is a kind of self-observation, introspection and retrospection. Diarists can freely write about their thoughts and have no need to answer some previously imposed questions for the research. We can often find unexpected underlying factors, especially affective factors through diary studies. Common external research tools such as observation cannot reach the affective part so far.

A dialogue journal is an ongoing written interaction between two people to exchange experiences, ideas, knowledge or reflections. It is used most often in education as a means of sustained written interaction between students and teachers at all education levels. It can be used to promote second language learning and learning in all areas.

Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.

Beverly Derewianka is Emeritus Professor of linguistics at the University of Wollongong, Australia. She is a leading figure in educational linguistics and Sydney School genre pedagogy. Her major research contributions have been in the field of literacy education. Her research projects tracing students’ literacy development have had a direct and substantial impact on curriculum and syllabus development in Australia and internationally. She has (co-)authored 11 books and numerous book chapters and journal articles in the field of literacy education.

TESOL Quarterly is a quarterly peer-reviewed academic journal published by Wiley-Blackwell on behalf of TESOL International Association. It covers English language teaching and learning, standard English as a second dialect, including articles on the psychology and sociology of language learning and teaching, professional preparation, curriculum development, and testing and evaluation. The editors-in-chief are Charlene Polio and Peter De Costa, both at Michigan State University. TESOL also publishes TESOL Journal.

The Sydney School is a genre-based writing pedagogy that analyses literacy levels of students. The Sydney School's pedagogy broadened the traditional observation-based writing in primary schools to encompass a spectrum of different genres of text types that are appropriate to various discourses and include fiction and non-fiction. The method and practice of teaching established by the Sydney School encourages corrective and supportive feedback in the education of writing practices for students, particularly regarding second language students. The Sydney School works to reflectively institutionalise a pedagogy that is established to be conducive to students of lower socio-economic backgrounds, indigenous students and migrants lacking a strong English literacy basis. The functional linguists who designed the genre-based pedagogy of the Sydney School did so from a semantic perspective to teach through patterns of meaning and emphasised the importance of the acquisition of a holistic literacy in various text types or genres. ‘Sydney School’ is not however an entirely accurate moniker as the pedagogy has evolved beyond metropolitan Sydney universities to being adopted nationally and, by 2000, was exported to centres in Hong Kong, Singapore, and parts of Britain.

Anne Burns is a British-born Australian educational linguist internationally known for her work on genre-based pedagogy in TESOL and EAP/ESP. She is Professor Emerita in Language Education at Aston University (UK) and Professor of TESOL at the University of New South Wales (Australia). The TESOL International Association named her one of the '50 at 50', leaders who had made a significant contribution to TESOL in its first 50 years.

Frances Helen Christie, is Emeritus professor of language and literacy education at the University of Melbourne, and honorary professor of education at the University of Sydney. She specialises in the field of systemic functional linguistics (SFL) and has completed research in language and literacy education, writing development, pedagogic grammar, genre theory, and teaching English as a mother tongue and as a second language.

Mary Macken-Horarik is an Australian linguist. She is an adjunct Associate Professor in the Institute for Learning Sciences and Teacher Education (ILSTE) at the Australian Catholic University. This title was awarded "in recognition of her international reputation and scholarly expertise in the field of Senior Secondary English Curriculum." Macken-Horarik is known for her contributions to systemic functional linguistics and its application to literacy, language and English education.

Jane Torr is an Australian academic in the fields of early childhood language and literacy development in home and early childhood education and care settings. She is an honorary associate in the department of educational studies at Macquarie University, where she has been teaching and researching for over 30 years. Torr’s research draws on systemic functional linguistic theory to explore the relationship between context and meaning in adult-child interactions, and the implications for children’s learning. She has published over 50 peer-reviewed journal articles and book chapters, as well as publications in professional journals.

References

  1. 1 2 3 4 5 6 7 ATESOL NSW inc (December 2001). "Leading Light: Jennifer Hammond On the Scaffold". ATESOL NSW Inc. Newsletter. 27 (4): 5–9.
  2. 1 2 Literacy Teaching Toolkit (2018). Extended talk and dialogic talk. Victoria State Government: Department of Education and Training. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/teachingpracextended.aspx
  3. 1 2 3 4 "EAL/D advice for schools" (PDF). NSW Department of Education.
  4. ↑ Hammond, Jenny (1995). "The Grammatical Construction of Literacy: An Analysis of Two Primary School Literacy Programs". Doctoral Dissertation, University of Sydney.
  5. 1 2 "Applied Language & Literacy Studies". University of Technology Sydney. 26 June 2019.
  6. ↑ Hammond, J; Burns, A; Joyce, H; Brosnan, D; Gerot, L. English for social purposes: A handbook for teachers of adult literacy. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
  7. ↑ Paltridge, Brian (1995). "Review of English for social purposes. A handbook for teachers of adult literacy: Jenny Hammond, Anne Burns, Helen Joyce, Daphne Brosnan, and Linda Gerot with Nicky Solomon and Sue Hood. Sydney: National Centre for English Language Teaching and Research, Macquarie University, 1992, 96 pp. (available from NCELTR, Teaching and Research, Macquarie University, Sydney NSW 2109, Australia)". English for Specific Purposes. 14 (3): 260–263.
  8. ↑ Burns, A; Hammond, J; Hood, S (1992). "Adult Migrant English Program Strategy". DILGEA, Commonwealth of Australia.
  9. ↑ "Adult Migrant English Program". immi.homeaffairs.gov.au.
  10. ↑ Hammond, J; Wickert, R; Burns, A; Joyce, H; Miller, A. Pedagogical Relations between ESL and Adult Literacy. Canberra, Commonwealth of Australia: DEET & DILGEA.
  11. ↑ "National Board of Employment, Education and Training annual report: 1992-93 | VOCEDplus, the international tertiary education and research database". www.voced.edu.au.
  12. ↑ Derewianka, B; Hammond, J. Christie, F; Freebody, P; Devlin, B; Martin, J; Luke, A; Threadgold, T; Walton, C (eds.). The Preservice Preparation of Teachers of Students of Non-English Speaking Background (Teaching English Literacy. Report from A Project of National Significance on the Preservice Preparation of Teachers for Teaching English Literacy ed.). DEET, Commonwealth of Australia.
  13. ↑ Hammond, J; Derewianka, B (1999). "ESL and literacy education: Revisiting the relationship". Prospect: A Journal of Australian TESOL. 14 (2): 24–39.
  14. ↑ Gibbons, Pauline (15 August 2006). Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers. A&C Black. ISBN   978-0-8264-5536-9.
  15. ↑ Silva de Joyce, Helen; Feez, Susan (2016). Exploring Literacies: Theory, Research and Practice. Springer. ISBN   978-1-137-31903-6.
  16. 1 2 NSW Dept of Education (27 January 2021). "Developing EAL/D student writing practices in a digital age". NSW Government: Education.{{cite web}}: CS1 maint: url-status (link)
  17. ↑ "Grant - Grants Data Portal". dataportal.arc.gov.au.
  18. ↑ Hammond, J. "The Transition of Refugee Students from Intensive English Centres to Mainstream High Schools: Current practices and future possibilities". NSW Department of Education. Retrieved 16 June 2014.
  19. 1 2 Hammond, J; Cranitch, M; Black, S. "Classrooms of possibility: Working with students from refugee backgrounds in mainstream classes". NSW Department of Education. Retrieved 1 July 2018.
  20. ↑ Hammond, J, ed. (2008). "Challenging Pedagogies, Engaging ESL students in intellectual quality. Special Focus Issue". Australian Journal of Language and Literacy. 31 (2).
  21. ↑ "2016 Diversity Conference Keynote Speakers". Western Australian Adult Literacy Council. 2016. Retrieved 12 July 2021.{{cite web}}: CS1 maint: url-status (link)
  22. ↑ "Symposium on Second Language Writing". Symposium on Second Language Writing. Retrieved 12 July 2021.{{cite web}}: CS1 maint: url-status (link)
  23. ↑ "Conversations with Experts in Multilingualism". Language Magazine. 11 July 2020. Retrieved 12 July 2021.{{cite web}}: CS1 maint: url-status (link)
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.