Staff Profile

I was appointed Lecturer in Applied Linguistics and TESOL at Newcastle University in June 2015, after having worked as a Postdoctoral Research Fellow for the Japan Society for the Promotion of Science at Kobe University.

Background

I have a good deal of experience in language teaching, in the UK for UK Language Courses and for the JET Programme in Japan. After my time in Japan, I became a postgraduate student in the school of ECLS, first obtaining an MA Cross-Cultural Communication and International Relations, then a PhD in Educational and Applied Linguistics. During my time as a doctoral candidate, I taught extensively on ECLS' MA programmes Cross-Cultural Communication and Applied Linguistics and TESOL. 

In my current role, I am leader of two modules on the MA Applied Linguistics and TESOL, namely Language Learning and TESOL for Young Learners. I also give lectures on Speech and Language Therapy modules Linguistics & Phonetics II, MsC Linguistics and MA Cross-Cultural Communication module Culture, Identity and Interculturality.

I am also the Degree Programme Director for the Integrated PhD in Educational and Applied Linguistics. Additionally, I am the organiser of the Applied Linguistics Seminar Series, a lecture series with speakers from this school and other universities in the UK.

I am an active member of the Japan Association for Language Teaching (JALT) and the British Association for Applied Linguistics (BAAL). I also participate in the following interaction-based research groups: Micro-Analysis Research Group at Newcastle University and CAN-Kansai in Japan.

I act as a reviewer for the following academic journals:

• Novitas-Royal
• System
• Text & Talk
• Pragmatics. Quarterly Publication of the International Pragmatics Association, Linguistics and Education
• Pragmatics and Society 
  
  

Research Interests

Many of my research projects have revolved around JET Programme Assistant Language Teachers and their communication with school teachers in Japan. However, more recently I have extended my research into various professional contexts in the UK, such as language support tutorials and peer mentoring amongst architects.

As I am concerned with social interaction and language in use, I use the discourse analytic methodology Conversation Analysis (CA). I am particularly interested in supervising doctoral students using CA to examine some of the following areas:

Second Language Acquisition, Language Learning and Teaching outside the classroom, Objects-in-interaction Knowledge-in-interaction, Micro-Longitudinal Research, Language Expertise, Language assessment.

I contribute to various modules on the MA programmes Applied Linguistics and TESOL and Cross-Cultural Communication in ECLS. I am module leader for 'TESOL for Young Learners' and 'Language Learning'.

I also supervise MA dissertations during the summer.

• Leyland C, Riley J. Enhanced English conversations-for-learning: Constructing and using notes for deferred correction sequences. Linguistics and Education 2021, 66, 100976.
• Leyland C. The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource. Linguistics and Education 2021, 61, 100900.
• Leyland C. Academic Writing Tutorials for International Students: Deferring to an expert and follow-up advice. Language and Education 2020, 34(3), 212-230.
• Leyland C, Hazel S. Facilitating Participation in Creative Arts Interventions for People with Dementia. In: Creativity and Dementia II: 3rd Annual SoPraCon Symposium. 2019, University of Southern Denmark.
• Leyland C. In-sessional support for international students: the management of interactional challenges in L2 writing tutorials. In: Applied Linguistics Seminar Series 2018-19. 2019, Newcastle upon Tyne: School of Education, Communication and Language Sciences, Newcastle University.
• Leyland C. In-sessional support for International Students: the management of interactional challenges in L2 writing tutorials. In: Learning and Teaching Conference 2019. 2019, Newcastle upon Tyne: Newcastle University.
• Leyland C. In-Sessional Writing Tutorials for International Students: Invoking non-present sources of help in advice-giving meetings. In: Interactional Competence and Practices in a Second Language (ICOP-L2) Conference. 2019, Malardalen University, Sweden.
• Brandt A, Hazel S, Leyland C. Interaction, Dementia and Engagement in the Arts: Resources and Challenges in Participation. In: Atypical Interaction Conference 2019. 2019, University of Helsinki, Finland.
• Greer T, Leyland C. Naming an activity: Arriving at recognitionals in team-teacher planning talk. Journal of Pragmatics 2018, 126, 52-67.
• Leyland C. Resistance as a resource for achieving consensus: adjusting advice following competency-based resistance in L2 writing tutorials at a British University. Classroom Discourse 2018, 9(3), 267-287.
• Greer T, Leyland C. Inscribed objects as resources for achieving progressivity in lesson planning talk. Journal of Applied Linguistics and Professional Practice 2017, 14(2).
• Leyland C. Pre-enactment in team-teacher planning talk: demonstrating a possible future in the here-and-now. Pragmatics. Quarterly Publication of the International Pragmatics Association 2017, 26(4), 675-704.
• Leyland C. Social Interaction Research: Applications for Technology, Cultural Heritage, and Cross-Cultural Communication. In: Digital Cultural Heritage Business and Open Data: Bringing Rome to Japan. 2017, Ritsumeikan University, Kyoto, Japan: RENKEI.
• Leyland C. Standardisation-in-interaction: managing conflicting orientations in speech therapy assessments for children. In: Applied Linguistics Seminar Series. 2017, Newcastle upon Tyne: School of Education, Communication and Language Sciences, Newcastle University.
• Leyland C. Students problematizing advice in L2 support tutorials at a British university: opportunities for socialization?. In: Interactional Competence and Practices in a Second Language (ICOP-L2) Conference. 2017, University of Neuchatel, Switzerland.
• Leyland C, Greer T, Rettig-Miki E. Dropping the devil's advocate: TA follow-up contributions in EFL group discussion tests. Classroom Discourse 2016, 7(1), 85-107.
• Greer T, Leyland C. Incorporating a written object into L2 talk: Lesson planning between team-teachers in Japanese schools. In: JALT Pan SIG Conference. 2016, Meio University. Submitted.
• Leyland C. Some roles of objects in English team teacher lesson planning meetings. In: ETAL Seminar Series 2016-17. 2016, Edinburgh University.
• Leyland C, Brandt A. The diagnosis of L2 writing competence in one-to-one tutorials for international students. In: UK-Japan Symposium on Intercultural Communication and International Universities. 2016, Newcastle University.
• Leyland C. The role of objects in English team teacher lesson planning meetings. In: Applied Linguistics Seminar Series 2015/16. 2016, Newcastle upon Tyne: School of Education, Communication and Language Sciences, Newcastle University.
• Leyland C, Greer T. Physical artifacts and ‘pre-enactment’ in team-teacher planning discussions. In: IIEMCA Conference 2015: Living the Material World. 2015, University of Southern Denmark: International Institute for Ethnomethodology and Conversation Analysis.
• Greer T, Leyland C. Progressivity through joint focus of attention to a text-inclusive object: Topic shift in team-teacher lesson planning meetings. In: 5th International Conference on Applied Linguistics and Professional Practice (ALAPP 2015). 2015, University of Milan.
• Leyland C, Greer T. Stoking the fire: TA follow-up talk in group discussion tests. In: American Association for Applied Linguistics 2015. 2015, University of Toronto, Ontario, Canada.
• Leyland C. Conversation Analysis Across Borders. In: JALT 2014: Conversations Across Borders. 2014, Tsukuba University, Tokyo.
• Leyland C. Enabling language help: epistemic maneuvering in extended information request sequences between EFL teachers. Novitas-ROYAL (Research on Youth and Language) 2014, 8(2), 136-152.
• Leyland C, Greer T. Pre-enactment and the Use of Physical Artefacts in Pre-class Planning Discussions. In: Okinawa JALT's Trends in Language Teaching Conference. 2014, Okinawa Christian University.
• Leyland C. The English ‘native speaker’ teacher as a language resource: Conversation Analytic examinations of ‘backstage’ interactions in Japanese High schools. In: BAAL 2013 Conference: Opening New Lines of Communication in Applied Linguistics. 2013, Heriot-Watt University, Edinburgh.
• Leyland C. The English 'native speaker' as a language resource: Conversation Analytic examinations of backstage interactions in Japanese high schools [PhD Thesis]. Newcastle University: School of Education, Communication and Language Sciences, 2013.
• Leyland C. Epistemic struggles of the English ‘Native speaker’ teacher in Japanese high school staffrooms. In: Cutting Edges Conference. 2012, Canterbury Christ Church University.
• Leyland C. Leyland C. The English ‘native-speaker’ teacher as a language resource: Epistemic relations emerging from staffroom talk in a Japanese High School. In: ECLS 11th Postgraduate Research Student Conference. 2012, Newcastle University.
• Leyland C. Does the rebranding of British universities reduce international students to economic resources? A Critical Discourse Analysis. Novitas-ROYAL (Research on Youth and Language) 2011, 5(2), 199-214.
• Leyland C. For mutual intelligibility, must English as a lingua franca be standardized?. Annual Review of Education, Communication and Language Science 2011, 8, 25-45.