Dr Diane Potts

Dr Diane Potts

Lecturer

County South
Lancaster University
Bailrigg
Lancaster
United Kingdom
LA1 4YL


Tel: +44 1524 592434

Affiliations

Lancaster Literacy Research Centre
SLLAT - Second Language Learning and Teaching Research Group

Digital literacies and language learning; teaching English as an additional language; multilingualism in mainstream classrooms; multimodality; social semiotics; knowledge mobilization/transfer

Current Teaching

LING 410 (Hong Kong cohort) - Trends and Issues in English Language Teaching |Methodology

LING 410 (TESOL on-line) - Trends and Issues in English Language Teaching Methodology

As a lecturer, I have previously taught courses on applied linguistics for teachers, teaching methodologies for additional language learners (EAL, EFL, ESL), intercultural communication and language socialization in multicultural contexts, and language maintenance and the integration of immigrants in Canada.

Research Interests

I am excited by the prospect of working with international students and others in all areas pertaining to digital language learning, digital literacies, and computer-mediated communication.This may include ethnographic studies of highly diverse student populations in digitally mediated environments, case studies of digital/multimodal pedagogies in English as an additional language (EAL) or foreign language (EFL) classrooms, or studies of digitally-mediated task-based learning. Alternatively, prospective postgraduate students may be interested in exploring language learners' out-of-school digital literacies practices, particularly their dis/connections to formal educational contexts. These studies might be conducted in richly resourced contexts (ex. where bandwidth and/or electricity are not issues, and where a range of digital devices are available), or they might be conducted in contexts where necessity is driving innovations in the use of mobile technologies. The same topics could be explored from the perspective of teacher education and development. There are an ever-shifting range of ethical issues, conceptual issues, and practical issues that need addressing, ideally by researchers who reflect the diversity of the English language learning and teaching community, and I will be delighted to receive applications from students who bring a range of experiences to their doctoral studies.

Equally, I invite proposals from students with interests in multimodality, particularly those working within a social semiotic frame. Again, these proposals may address the needs of language learners,and might connect to any of the following: the the reweighting of meaning across semiotic systems and the increasing need for EAL/ESL/EFL pedagogies to address students' visual literacies; the potential of multimodal practices and/or tasks in language development; and curricular challenges and demands related to such pedagogies. Alternatively, students may design studies which focus on texts (in the broadest sense) rather than learners and/or educators, and explore the place of these texts within situated practice(s).

A third area of possible study is research in highly diverse classrooms, and explorations of pedagogies which draw on students' multilingual resources to further their academic success. Such research might attempt to deepen our understanding of the ways in which students' multilingualism could contribute to perspective-taking, abstract reasoning, and/or creativity. Research in this area might also be designed to help us to understand how multilingual learners come to understand themselves as resourced and/or disadvantaged by the relationship between their home language(s), English and (potentially) their additional languages.

Finally, I will always welcome proposals froms students who wish to research content-based language teaching in any of its multiple forms (ex. CBLT, CLIL). This may include work with immigrant and/or refugee populations in English dominant countries; studies in EFL contexts where core subjects in primary and/or secondary school are taught in English; research in contexts where English is an official language but where significant numbers speak other home languages; investigations of EAP pedagogies in post-secondary and/or professional contexts; or explorations of content-based designs outside mainstream educational contexts. Research in this area might focus on a specfic group of learners, a disciplinary context, teacher training and development, or policies and practices. Again, I am particularly interested in those adopting a social semiotic/SFL frame as well as those whose specific research questions might address issues of register, or who wish to delve into grammatics.

2013

Language learning online as a social practice

Barton, D. & Potts, D. 12/2013 In: TESOL Quarterly. 47, 4, p. 815-820 6 p.

Research output: Contribution to journalJournal article

2012

Book review: Paul A. Prior and Julie A. Hengst (eds), "Exploring semiotic remediation as discourse practice"

Potts, D. 2012 In: Discourse and Society. 23, 3, p. 341-343 3 p.

Research output: Contribution to journalBook/Film/Article review

2011

Multimodality, semiotic register and the recontextualization of knowledge

Potts, D. 2011

Research output: Contribution to conferenceConference paper

Multilingualism as an academic resource

Potts, D. 2011 Identity texts: the collaborative creation of power in multilingual schools. Cummins, J. & Early, M. (eds.). Stoke On Trent: Trentham Books

Research output: Contribution in Book/Report/ProceedingsChapter

2010

Multilingual pedagogies and education's institutional discourses

Potts, D. 2010

Research output: Contribution to conferenceConference paper

Multimodal texts, aptness and semiotic register: texts as mobilized meaning

Potts, D. 2010

Research output: Contribution to conferenceConference paper

2009

Multilingualism in mainstream classrooms: theorizing context of use

Potts, D. 2009

Research output: Contribution to conferenceConference paper

2008

Multilingualism and the internet: supporting student literacies development

Potts, D. 2008

Research output: Contribution to conferenceConference paper

Multimodalities, multilingualism and the recontextualization of knowledge for academic purposes

Potts, D., Early, M. & Kress, G. 2008

Research output: Contribution to conferenceConference paper

Book review: Frances Christie and J. R. Martin, 'Language, knowledge and pedagogy: functional linguistic and sociological perspectives'

Potts, D. 2008 In: Linguistics and the Human Sciences. 4, 3, p. 309-313 5 p.

Research output: Contribution to journalBook/Film/Article review

2007

Alternative accountability for EAL public school students

Potts, D. 2007

Research output: Contribution to conferenceConference paper

Multimodal, multilingual pedagogies in the age of evidence

Potts, D. 2007

Research output: Contribution to conferenceConference paper

Book review: John de Szendeffy, "A practical guide to using computers in language teaching"

Potts, D. 2007 In: TESOL Quarterly. 41, 4, p. 833-835 3 p.

Research output: Contribution to journalBook/Film/Article review

Partnering with students in curriculum change: students researching students' needs

Potts, D. & Park, P. 2007 Revitalizing an established program for adult learners. Rice, A. (ed.). Alexandria, Va.: Teachers of English to Speakers of Other Languages, p. 181-201 21 p.

Research output: Contribution in Book/Report/ProceedingsChapter

2006

Multiliteracies in K-12 ESL Classroom

Potts, D. 2006

Research output: Contribution to conferenceConference paper

Multiliterate pedagogies: capitalizing on diversity as a resource

Potts, D. 2006

Research output: Contribution to conferenceConference paper

Projected future identities, geographic aspirations and ESL students' use of the internet

Potts, D. 2006

Research output: Contribution to conferenceConference paper

The multiliteracy system: a knowledge mobilization system for public education

Potts, D., Willinsky, J. & Early, M. 2006

Research output: Non-textual formSoftware

2005

"It's okay to make me feel bad": movement, emotion and affect as supports for elementary reading conversation

Potts, D. & Kezar, M. 2005

Research output: Contribution to conferenceConference paper

"My hypothesis is…": imagining the world of discovery as a process for developing intermediate science literacy

Potts, D. & Moran, M. J. 2005

Research output: Contribution to conferenceConference paper

Embodied scaffolds: movement and affect supporting ESL students' reading comprehension

Potts, D. 2005

Research output: Contribution to conferenceConference paper

From literacy to multiple-literacy: designing learning environments for knowledge generation

Potts, D. 2005

Research output: Contribution to conferenceConference paper

Teachers’ professional knowledge in scaffolding academic literacies for English language learners

Early, M., Potts, D. & Mohan, B. 2005 In: Prospect: An Australian Journal of TESOL. 20, 3, p. 63-76 14 p.

Research output: Contribution to journalJournal article

Hard work, good learning: multiliterate pedagogies and possibilities

Early, M. & Potts, D. 2005 In: BC Educational Leadership Research. 2

Research output: Contribution to journalJournal article

Pedagogy, purpose, and the second language learner in on-line communities

Potts, D. 2005 In: Canadian Modern Language Review. 62, 1, p. 137-160 24 p.

Research output: Contribution to journalJournal article

2004

Persistent conversation's effects on language learners' on-line interaction

Potts, D. 2004

Research output: Contribution to conferenceConference paper

Book review: Bertram C. Bruce (ed.), "Literacy in the information age: inquiries into meaning making with new technologies"

Potts, D. 2004 In: Resource Center for Cyberculture Studies.

Research output: Contribution to journalBook/Film/Article review

Developing communicative English curriculum: a six level conversation program

Lee, H. S., Potts, D., Uhm, C. J., Jackson, S. & Park, P. A. 2004 Gwangju, South Korea: Chonnam National University Press.

Research output: Book/Report/ProceedingsBook

2003

Needs analysis in developing communicative English curriculum

Potts, D. 2003 In: Language Teaching and Research. 33, p. 203-262 60 p.

Research output: Contribution to journalJournal article

On-line communities and the formation of academic identity

Potts, D. 2003

Research output: Contribution to conferenceConference paper

 

 

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