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Sarah Horrod
Assistant Professor in Teaching English to Speakers of Other Languages, Faculty of Social Sciences
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Biography
Dr Sarah Horrod teaches on the MA TESOL and MA Education programmes. She has also taught on the MA TCSOL programme. Her background is in language teaching, language teacher education and English for academic purposes (EAP) and academic literacies. She has a PhD in Applied Linguistics from Lancaster University and an MA in English Language Teaching from the University of Essex. She is also a Senior Fellow of the HEA.
Sarah was Senior Lecturer at Kingston University, London from 2004-2020. Her roles included being module convenor on the MA in Applied Linguistics for TESOL and running the Insessional programme in EAP/academic literacies for all students. Sarah has also taught and supervised students on MAs in TESOL/Applied Linguistics at UCL and the University of Kent. Before teaching in UK higher education, she was an English language teacher in China and Turkey.
Teaching Summary
Sarah has teaching experience in TESOL across the following areas: curriculum and materials design; language teacher education and management; reflective practice for teachers; teaching language for… read more
Research Summary
Sarah's research area explores the connections between policy and practice in higher education using an approach combining critical discourse studies (CDS) and the sociology of pedagogy. Her doctoral… read more
Selected Publications
HORROD, S., 2021. Investigating policy processes and discourses in higher education: The theoretical complementarities of Bernstein’s pedagogic device and critical discourse studies. In: JEROEN HUISMAN and MALCOLM TIGHT, eds., Theory and Method in Higher Education Research 6. Emerald Publishing Limited. 147-165
HORROD, S., 2020. 'Embedded into the core': The discursive construction of 'policy' in higher education learning and teaching documents and its recontextualisation in practices DISCOURSE & SOCIETY. 31(5), 478-497
HORROD, S., 2019. The recontextualisation of higher education policy in learning and teaching practices: The discursive construction of community. In: NICOLINA MONTESANO MONTESSORI, MICHAEL FARRELLY and JANE MULDERRIG, eds., Critical Policy Discourse Analysis Edward Elgar Publishing. 73-96
Sarah has teaching experience in TESOL across the following areas: curriculum and materials design; language teacher education and management; reflective practice for teachers; teaching language for specific purposes (EAP/EOP, CLIL, EMI); language teaching methodology; qualitative research approaches. She has also taught in areas of applied linguistics such as discourse analysis and multimodality.
Current Research
Sarah's research area explores the connections between policy and practice in higher education using an approach combining critical discourse studies (CDS) and the sociology of pedagogy. Her doctoral research examined the discourses of higher education learning & teaching policy in relation to accounts of practice from lecturers and students. Sarah also has research interests in teacher/student identities, academic literacies and language teacher education using qualitative approaches; primarily (critical) discourse analysis and multimodal analysis.
HORROD, S., 2021. Investigating policy processes and discourses in higher education: The theoretical complementarities of Bernstein’s pedagogic device and critical discourse studies. In: JEROEN HUISMAN and MALCOLM TIGHT, eds., Theory and Method in Higher Education Research 6. Emerald Publishing Limited. 147-165
HORROD, S., 2020. 'Embedded into the core': The discursive construction of 'policy' in higher education learning and teaching documents and its recontextualisation in practices DISCOURSE & SOCIETY. 31(5), 478-497
HORROD, S., 2019. The recontextualisation of higher education policy in learning and teaching practices: The discursive construction of community. In: NICOLINA MONTESANO MONTESSORI, MICHAEL FARRELLY and JANE MULDERRIG, eds., Critical Policy Discourse Analysis Edward Elgar Publishing. 73-96
HORROD, S., 2011. ‘Authenticity and Complexity of Task: Still a role for ESAP?’. In: ETHERINGTON, S., ed., Proceedings of the 2009 BALEAP Conference: English for Specific Academic Purposes Garnet Education.