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Dr Alan Huang

Lecturer

Education

Personal statement

I joined the School of Education as Lecturer in Language Education in January 2016 following the completion of my PhD in Education from the University of Edinburgh. The project was fully funded by the Principal’s Career Development Studentship and Edinburgh Global Overseas Research Scholarship. My doctoral research investigated the social interactions between international students in a Scottish university. The study, underpinned by sociocultural psychology and a dialogical framework, examined second language learners’ thought processes in listening within the discourse, thought and social-affective dimensions. I am a member of the British Association for Applied Linguistics (BAAL) and the European Second Language Association (EUROSLA). I am registered with the General Teaching Council for Scotland (GTCS).

Teaching

Prior to joining Strathclyde, I worked as a Modern Languages teacher in secondary education for five and half years and as a Postgraduate Tutor at the University of Edinburgh for four years. I have taught social science research methods, TESOL methodology, and applied linguistics courses in Edinburgh.

I am currently teaching on the following modules/ courses:

  • PGDE Secondary Education (Modern Languages),
  • BA Science, Technology and ICT,
  • BA Social Research Methods.

Supervision

  • BA Professional Project,
  • MEd/MSc Dissertation,
  • PhD/EdD Thesis.

Research interests

My research interests centre around language in education and educational technology. Broadly speaking, I am interested in foreign/second language teaching and learning, teacher learning and technological innovations in education.

Research Topics

  • Foreign/second language teaching and learning,
  • Teacher education and language policy,
  • Metacognition and learning,
  • Digital technology in education.

Professional activities

Measuring student teachers’ development of metacognition and self-regulated learning in professional dialogue
Speaker
22/8/2017

more professional activities

Projects

Enacting Plurilingualism: Exploring teachers’ perspectives on the classroom realisation of languages education principles
McPake, Joanna (Principal Investigator) Huang, Ning (Principal Investigator) Birnie, Ingeborg (Principal Investigator)
The principal research questions this study sets out to answer are:
1. How do newly qualified and more established languages teachers link the principles set out in the National Framework for Languages to current and / or future classroom practices?
2. What kind of professional education do they consider most valuable in developing the competences they need to do this effectively?
Period 20-May-2018 - 19-Jul-2018
From being (a student) to becoming (a graduate): Exploring graduate attributes in the 21st century
Huang, Ning (Principal Investigator) Karagiannidou, Eleni (Principal Investigator) Zike, Jennifer Ann (Post Grad Student)
The project aimed to contextualise Graduate Attributes by developing a model of innovative learning and teaching practices to support Initial Teacher Education (ITE) students transitioning beyond Strathclyde. To do this, we drew on real work-based learning experiences encountered by recent graduate teachers in their Probationary year. Some interesting data emerged from focus group discussions with graduates, and initial analysis of the data identified some of the challenges new teachers tended to face, and the ways in which they used knowledge and skills developed during their ITE studies to negotiate these. Employing the P21 Framework for 21st Century Learning, we developed a Problem-Based Learning (PBL) task which we then used with current students, This focused on the following skills and attributes: self-direction, critical thinking & problem-solving, and collaboration. Utilising a PBL approach, students were first presented with the problem. They then worked within their own group to brainstorm, research, and discuss this. Once they came to a shared solution to the problem, they presented it to other groups. They also had a chance to learn from the probationary teachers’ problem-solving process, while developing their own solutions. Emerging data allowed for an understanding of the ways in which current students engage with authentic work-base problems.
Period 01-Jun-2017 - 30-Nov-2017

more projects