Dr Alan Huang

Senior Teaching Fellow

Education

Personal statement

I joined the School of 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 the Edinburgh Global Overseas Research Scholarship. I am a member of the British Association for Applied Linguistics (BAAL), the European Second Language Association (EUROSLA), the Scottish Educational Research Association (SERA) and the European Educational Research Association (EERA). I am registered with the General Teaching Council for Scotland (GTCS). I am a Fellow of Higher Education Academy (FHEA).

Publications

An exploration of teacher learning through reflection from a sociocultural and dialogical perspective : professional dialogue or professional monologue?
Huang Alan, Klein Markus, Beck Anna
Professional Development in Education (2020)
The dialogical nature of language use in interactive listening : revisiting meaning in context
Huang Alan
Language Awareness Vol 29, pp. 21-40 (2020)
https://doi.org/10.1080/09658416.2019.1686509
Linking plurilingualism principles to language teachers' classroom practices : understanding, enacting and reflecting
Huang Alan, McPake Joanna, Birnie Inge
European Conference on Educational Research (2019)
The teaching of Chinese characters : a case study of Mandarin teachers' understanding of career-long professional learning in the UK
Huang Alan, Lam Sophia, Diamantidaki Fotini
Acquisition of Chinese: Bilingualism and Multilingualism (2019)
Challenging Mandarin teachers' pedagogical approaches to the teaching of Chinese characters
Lam Sophia, Diamantidaki Fotini, Huang Alan
International Conference on Education, pp. 47-47 (2019)
Second Language Learners' Metacognitive Awareness in Listening
Huang Alan
(2018)

more publications

Teaching

My teaching reflects my research experience and expertise. Since joining Strathclyde, I have held key roles in the innovation, leadership, management and delivery of a number of courses. These include:

  • BA (Hons) Education & TESOL
  • International PG Certificate in Education (iPGCE)
  • PGDE Modern Languages (Mandarin)
  • MSc TESOL and Intercultural Communication

In addition, I teach on the BA Primary Education and PGDE Secondary Education courses. I supervise BA and Master’s dissertations as well as PhD/EdD theses.

I am the External Examiner for the PGCE Modern Languages (QTS) programme at the University of Manchester.

Research interests

My research focuses on three areas: second/foreign language education, teacher professional learning and digital technologies in education. I have a particular interest in the application of sociocultural theory and an ecological approach to learning and teaching.

My recent projects include exploring the dialogical nature of interactive listening, plurilingualism in Scottish education, student teachers’ digital knowledge and skills in ITE, and professional dialogue for teacher professional learning. At the theoretical level I am interested in the underlying links of language and thought, especially with regards to the way in which the wider sociocultural contexts contribute to the communication process.

Professional activities

British Educational Research Association (BERA) Early Career Researcher Network Symposium Series
Organiser
29/11/2019
Guangdong University of Finance and Economics
Visiting researcher
22/10/2019
Dalian University of Foreign Languages
Visiting researcher
21/10/2019
Northeast Normal University
Visiting researcher
18/10/2019
External Examiner for BA Primary Education
Examiner
10/2019
Plurilingualism: Teachers implementing languages education principles in the classroom. Stirling Translation Event
Speaker
21/8/2019

more professional activities

Projects

Dalian University of Foreign Languages & HASS
Huang, Alan (Principal Investigator)
16-Jan-2019
An exploration of the role of visual professional learning tools in teacher professional learning
Beck, Anna (Principal Investigator) Huang, Alan (Research Co-investigator)
10-Jan-2018 - 28-Jan-2019
Challenging Mandarin Teachers’ Pedagogical Approaches to the Teaching of Chinese Characters
Huang, Alan (Principal Investigator) Lam, Sophia (Principal Investigator) Diamantidaki, Fotini (Co-investigator)
01-Jan-2018 - 31-Jan-2019
Teaching in Higher Education: Training Programme with Beijing Institute of Technology (Zhuhai)
Huang, Alan (Principal Investigator)
30-Jan-2018 - 24-Jan-2018
Enacting Plurilingualism: Exploring teachers’ perspectives on the classroom realisation of languages education principles
McPake, Joanna (Principal Investigator) Huang, Alan (Principal Investigator) Birnie, Inge (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?
20-Jan-2018 - 19-Jan-2018
From being (a student) to becoming (a graduate): Exploring graduate attributes in the 21st century
Huang, Alan (Principal Investigator) Karagiannidou, Eleni (Principal Investigator) Zike, Jennifer (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.
01-Jan-2017 - 30-Jan-2017

more projects