Professor Terry Lamb

Professor of Languages and Interdisciplinary Pedagogy

+44 20 7911 5000 ext 67318
309 Regent Street London W1B 2HW

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Modern Languages and Culture | Department
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As Professor of Languages and Interdisciplinary Pedagogy, I am fortunate to be able to focus on my two academic passions: the promotion of language learning and leadership in teaching across the University. I am very pleased to be leading the Westminster Centre for Teaching Innovation in order to raise the profile and status of teaching across the Faculties and to create environments that nurture pedagogical research and innovation.

My career began with a BSc(Hons) in Modern Languages from Aston University and a PGCE at Durham University. In my early years as a teacher in London, I studied for an MA in Urban Education at Kings College, University of London. I later obtained my PhD  at the University of Nottingham, focusing on the voice of language learners in secondary schools and the relationship between motivation and autonomy. 

I spent 16 years teaching languages (French, German, Spanish, Turkish) in secondary schools in London and Derbyshire, before moving into higher education, first at the University of Nottingham and then, until 2016, at the University of Sheffield. I have also carried out advisory work, taught English in Poland and Turkey, and been a consultant to the Ministry of Education in Malaysia on the `Learning how to Learn´ curriculum development project. I am an official EU Expert on Intercultural Education, and in this capacity I have worked as a consultant to the Ministry of Youth, Education and Sport, Czech Republic, on projects relating to the development of a European dimension in the curriculum and to the development of positive attitudes towards the Roma population. More recently I was invited to join the Multilingualism Expert Group of the European Civil Society Platform for Multilingualism.

I have had major roles in the development of language policy nationally and internationally. I am former President of the Association for Language Learning, was a member of the government's National Languages Steering Group and a governor of CILT, the National Centre for Languages. In 2008 I was appointed Chair of the Languages Diploma Development Partnership by the then Secretary of State for Education, Ed Balls. I am also former President and current Secretary General of FIPLV, the Fédération Internationale des Professeurs de Langues Vivantes, which enjoys NGO status with both UNESCO and the Council of Europe.

In 2009, I was awarded the title Chevalier dans l'Ordre des Palmes Académiques by the French prime minister for services to languages and European culture, in particular French. I am also a Fellow of the Royal Society of Arts.

In Sheffield, I was pleased to be invited to be Patron of Languages Sheffield as well as being elected Vice-Chair of Sheffield City Council’s Children and Young People’s 0-19+ Partnership Board. I look forward to building similar relationships in London.

In 2007, together with Hayo Reinders from Unitec Institute of Technology, New Zealand, I founded the international journal, Innovation in Language Learning and Teaching (published by Taylor and Francis), which I continue to edit.

I have a deep commitment to learning and teaching, which dates back to the beginning of my career as a secondary school languages teacher in London. My teaching embodies a series of key values and principles: inclusion and social justice, voice and influence, internationalisation, and innovation, which I have explored in many different ways over the years in order to enhance learning and teaching. These values and principles inform my teaching interests and approaches, as well as my pedagogical leadership.

As Head of the Westminster Centre for Teaching Innovation, I have a responsibility to lead on pedagogical development, research and scholarship across all faculties. I also have an academic base in the Department of Modern Languages and Cultures in the Faculty of Social Sciences and Humanities. My previous experiences in other universities have included a number of leadership roles, such as Director of Learning and Teaching, Director of Initial Teacher Education and developer and director of numerous innovative postgraduate courses, including face-to-face, blended and completely online. In my previous post at the University of Sheffield, I was very pleased to receive a prestigious Senate award for Sustained Excellence in Learning and Teaching.

I have a great deal of experience of working with students and teachers from diverse backgrounds, both within the UK and internationally, and my aim is always to enable them to develop ideas, which are relevant to their own lives and within their own contexts. Most of the students I have taught over the years have been teachers, from early years professionals through to higher education lecturers, who learn to identify their own learning priorities, to take responsibility for their own professional learning, and to develop their skills of enquiry, in the process bringing about innovation in their practice. I have also supervised twenty doctoral students from around the world to success and I continue to supervise a number of others, many of whom are close to submission.

My teaching is underpinned by my research, just as my research informs my teaching. For me, the two are intimately intertwined and of equal value in the university.

Doctoral students

Current

Joe Sykes                        PhD                 The complex stories of autonomous learners: a retrospective inquiry into the development of learner autonomy, in students of an English medium university in Japan, through the application of complexity theory

Zhanna Anikina               PhD                 Improving English proficiency among university staff as a part of continuous professional development

Successful completions

Maha Halabi                   PhD    2017        Understanding tutors perceptions about the Distance Language Learning Programme (DLLP) and its role in the development of learners’ autonomy: An empirical study at King Abdul-Aziz University, Jeddah, Saudi Arabia

Alice Micallef                  EdD   2017       Pedagogy for autonomy for teacher development in Malta: knowledge, skills and awareness for teaching in the field of foreign language learning

Peipei Kong                    PhD    2016    A study of teachers' perceptions on how to improve the learning and teaching of English in Chinese secondary schools

Silih Warni                      PhD    2016    Implementation of electronic portfolios to foster learner autonomy in writing classes

Anfal Aljaser                    PhD    2015    Making space for reflective learning and teaching in Kuwaiti language classrooms: The case for autonomous learning and teaching

Hashil Al-Sadi                  PhD    2015    Learner autonomy and voice in a tertiary ELT institution in Oman

Charles Saliba                PhD    2015    Teaching Maltese as a second language to adults

Abdallah Elmahjoub        PhD    2014    An ethnographic investigation into teachers' and learners' perceptions and practices in relation to learner autonomy in a secondary school in Libya

Lisa Procter                    PhD    2014    Children, schooling and emotion

Constantinos Tsouris      EdD    2014    Collaborative learning integration in the ESP classroom and curriculum: teachers’ and students’ perceptions and practices

Kerstin Zindler                EdD    2014    Content and Language Integrated Learning (CLIL) and PE in England: An exploratory study

Jaset Campbell               EdD    2013    An investigation of the usage of active learning approaches to educate undergraduate theology students

Christopher Jarvis          EdD    2013    Using pupil voice to investigate students' thoughts and opinions on cross-curricular language teaching

Iris Ferrier                      EdD    2012    A comparative study on theme positioned poetic devices in effective school essays in English and German

Michael Taylor                EdD    2011     Developing little linguists? pupils' perceptions of modern languages in the primary school

Christine O’Leary            PhD    2011     Developing autonomous language learners within the HE curriculum: a postmodern and social constructivist perspective

Yingying Chen                  MPhil 2011     Becoming an independent learner: a study of L2 motivation and learner differences among Taiwanese undergraduate ESF students

Mona Aljehani                  PhD    2010    Learning to teach languages: an exploratory study of student language teachers' beliefs and their relationships to learner and teacher-as-learner autonomy

Joseph Kimoga                PhD    2006   Analysing the influence of ‘managerialism’ on the classroom language of Ugandan rural primary school teachers

Sabine Gläsmann            PhD    2006   The concept of Peer Cognisance: Exploring participants' experiences of collaboration in a networked learning project

Jane Dodman                  PhD    2005   A SLICE of life: towards transformation in an inner-city preparatory school in Kingston, Jamaica

My research and teaching are closely related. I have pursued a programme of research in two areas: learner and teacher autonomy (and related pedagogies such as e-learning, distance and blended learning, self-access learning, problem based collaborative learning etc), and linguistic diversity and plurilingual pedagogies in the context of globalisation and urban studies. My research is largely applied in nature, so it is disseminated widely not only through research reports and publications, but also materials aimed at advancing the professional field and influencing and developing policy and practice, as well as through conference presentations, workshops and consultancy. It is also largely interdisciplinary, drawing on fields as diverse as sociology, urban studies and human geography and, as in much teacher education research, relates to the teaching of different curriculum areas. I am now working on publications and projects, for example, which draw on a range of disciplines to explore space, place and autonomy in relation to linguistic diversity, and I am planning to develop participatory approaches with teachers and communities to challenge the monolingual habitus and to explore the emergence of a plurilingual habitus in ‘interlingual’ urban spaces. I am also looking forward to collaborating with colleagues across the University on micro- and macro-level research into the distinctiveness of Westminster pedagogy.

Learner and Teacher Autonomy in Language Learning

I research ways in which learners can learn to have a voice in what they are learning, and how different educational contexts and spaces can support this. This encompasses a range of teaching and learning modes, from classroom-based to self-access and e-learning. I am particularly interested in the relationship between autonomy, motivation and identity and in metacognitive knowledge and beliefs about learning. I also research the implications for the teacher and the teacher´s own autonomy, including teacher-as-learner, action research and critical reflection, and I have carried out consultancy work with teams of teachers in many countries, including Chile, Colombia, Germany, Malaysia, Singapore, Spain and Turkey. For six years, I was the elected convener of the international AILA Research Network in Learner Autonomy in Language Learning under the auspices of AILA (Association Internationale pour la Linguistique Appliquée), and I have published widely in this field. My latest interest is in the relationships between space, place and autonomy, and in 2014 I organised a research symposium on this topic at the AILA World Conference in Brisbane, Australia. I am now finalising an edited book on this topic with Dr Garold Murray, Okayama University, Japan.

Multilingualism and plurilingualism

I have a commitment to supporting and promoting linguistic diversity, and a particular research interest in multilingual policy and pedagogy in different contexts. I have carried out research in the field of urban education, focusing on ways in which learners' plurilingualism can be supported in order to benefit the individual as well as the community as a whole. My research into education for linguistic diversity encompasses areas such as community languages, complementary education, language planning, diversification, language awareness, English as an Additional Language and methodologies for less taught languages. I also argue that every teacher is a language teacher, and that teachers should draw on a student’s full linguistic repertoire to enable them to reach their potential. I work closely with the Council of Europe’s European Centre for Modern Languages (ECML) on a range of projects in this field. I am now co-coordinating a major project as part of a cooperation between the European Commission and the ECML of the Council of Europe, which is supporting EU member states to develop inclusive practices in migration contexts (see Supporting Multilingual Classrooms). I am also interested in working with social workers to build capacity in supporting communities of migrant, refugee and asylum seeker backgrounds and have just started a European research project called Home away from Home, which includes organisations in Croatia, Austria, Belgium, and Germany.

Language Teacher Associations

I have a long history of working with subject associations and am former President and current Secretary General of the Fédération Internationale des Professeurs de Langues Vivantes (FIPLV), which is an NGO of both UNESCO and the Council of Europe and which represents hundreds of thousands of language teachers around the world. I continue to conduct research into the role of subject associations in member countries, focusing on ways in which they support teachers’ professional learning and represent teacher voice in policy. In 2015, together with FIPLV member association CASLT, I organised the FIPLV World Congress in Niagara Falls, Canada.

Editorial responsibilities

Founder and editor, Innovation in Language Learning and Teaching, Routledge/Taylor and Francis (since I launched it in Spring 2007).

Member of the Editorial Boards of seven academic journals: EL.LE Educazione Linguistica. Language Education, Università Ca’ Foscari, Venice, Italy (2011-); The Journal of Language Teaching and Research, China (2010-); Íkala Journal of Language and Culture, Colombia (2007-); PROFILE Journal, Universidad Nacional de Colombia (2006-); Language Learning Journal, UK (1999-); Studies in Second Language Learning and Teaching, Poland (2016-); APAMALL (Asia-Pacific Association of Multimedia-assisted Language Learning) Higher Education Journal of Language Learning Technologies, South Korea (2016-).

Member of the Supervisory Board of the academic journal The Journal of Language Teaching and Learning, Turkey (2010-).

Member of the Editorial Boards of two professional journals: Scuola e Lingue Moderne, Italy (2010-); SAALT Journal for Language Teaching/SAVTO Tydskrif  vir Taalonderrig (South African Association for Language Teaching) (2002-).

Member of the editorial boards of four Italian book series: Biblioteca di Cultura (2014-); SAIL: Studi sull’Apprendimento e l’Insegnamento Linguistico (2012-); I libri di Babele (Utet) (2011-); Avamposti di glottodidattica (Guerra) (2011-).

Editor, Peter Lang book series, Foreign Language Teaching in Europe (2004-).

Recent invited plenaries and keynote lectures

2016

The world in the city: Developing policy and practice in multilingual schools and classrooms, ‘MFL Conference: Making the case for languages in multicultural contexts’, Conference organised by Network for Languages London. University of Westminster, London, UK

Professional networks as empowering tools for enhancing learning and teaching and promoting multilingualism, ‘The language teacher and teaching at a crossroads’, Conference organised by EVÕL, The Estonian Association of Language Teachers (on behalf of the FIPLV Nordic-Baltic Region), Tallinn, Estonia

Developing lifelong language learners through learner engagement and autonomy,      ACTFL (American Council for Teachers of Foreign Languages) Annual Convention and World Languages Expo. Boston, Mass: USA

Education for linguistic superdiversity in the 21st century: Pedagogical shifts and professional networks, ‘Languages and cultures in 21st century transnationality’, Conference organised by Sheffield Hallam University, Sheffield, UK

2015 

Languages Live! Developing coherent policy and practice to celebrate and nurture multilingualism for the benefit of all, 24th BETA-IATEFL Annual International Conference ‘Celebrating variety: making the most of your teaching and learning context’, University of National and World Economy, Sofia, Bulgaria

2014 

Celebrating our multilingualism: European perspectives on languages in education, ‘Deep languages education, policy and practices’, Conference organised by the International Network on Language Education Policy Studies, University of Southern Queensland, Brisbane, Australia

Exploring space, place and autonomy for 21st century learning: Empowering learners and teachers to deal with change, ‘New learners, new needs…better approaches’, Conference organised by GRETA, the association for English teachers in Andalucia, University of Granada, Spain

Towards a pedagogy for autonomy: Exploring the relationships between learner and teacher autonomy, 23rd BETA-IATEFL Annual International Conference ‘The English language classroom: Can research meet practice?’, South-West University, Blagoevgrad, Bulgaria

Exploring the relationships between learner and teacher autonomy in a pedagogy for autonomy, ‘Autonomy in language learning and teaching: Developing independence inside and outside the classroom’, Conference organised by State School of Higher Professional Education in Konin and Adam Mickiewicz University, Kalisz, Poland

Perspectives on 21st century English language learners, 21st Annual Convention of TESOL Macedonia-Thrace ‘Teach and seek’. Thessaloniki, Greece

2013 

Shifting paradigms: Wanderings through language policy in England since 2000, INLEPS 2013 International Seminar ‘Global perspectives in language education policy’, University of Granada, Spain

Innovation in the languages curriculum for the 21st century: Curriculum, policy and pedagogy, ECML LACS Workshop ‘Enhancing language teaching materials and policy’, Hamrun, Malta

Influencing language policy: the role of language teacher associations in policy development, Shanghai International Seminar on Language Education Policy: Global perspectives and local practice, Shanghai International Studies University (in collaboration with the University of Wisconsin – Madison), Shanghai, China

Developing learning learners, Languages without borders 2013, Conference of the Canadian Association of Second Language Teachers, Winnipeg, Canada

Catering for individual needs in the context of the 21st century classroom, 2nd ELT Malta Conference entitled ‘Inspiring Teachers’. Organised by the EFL Monitoring Board, Ministry for Education and Employment, Malta

Connecting to learning: listening to learners’ voices, 22nd Bulgarian English Teachers’ Association and IATEFL International Conference entitled ‘Openness and connectedness: Exploring the landscape of English language teaching in the modern world’, Varna, Bulgaria

Developing learner autonomy to engage language learners, KieliPeda 2013 Conference, University of Jyväskyla, Finland

Developing learning learners, International ELT conference entitled ‘CEFR: from a TEACHing to a LEARNing curriculum’, Beykent University, Istanbul, Turkey

2012 

Transition from primary to secondary language learning: Progression, autonomy, motivation, Transitions in modern languages conference, Aston Business School, Birmingham

Engaging learners in language learning: learner motivation, learner voice, learner autonomy, atb8 Conference, York

Promoting multilingualism in schools: issues from research and practice, FIPLV World Congress, Helsinki, Finland

Developing plurilingualism in schools, Romanian launch of the Language Rich Europe Project, British Council, Bucharest, Romania

Transition from primary to secondary language learning: Progression, differentiation, motivation, National Conference on Early language learning, Norwegian National Centre for Foreign Languages in Education, Oslo, Norway

2018

Space, place, autonomy and the road not yet taken (2018)
Murray, G. and Lamb, T. 2018. Space, place, autonomy and the road not yet taken. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge.
Space, place and autonomy in language learning: An introduction (2018)
Lamb, T. and Murray, G. 2018. Space, place and autonomy in language learning: An introduction. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 1-6
Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives (2018)
Lamb, T. and Vodicka, G. 2018. Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives. in: Murray, G. and Lamb, T. (ed.) Space, Place and Autonomy in Language Learning Abingdon, Oxon and New York Routledge. pp. 9-28

2017

Knowledge about language and learner autonomy (2017)
Lamb, T. 2017. Knowledge about language and learner autonomy. in: Cenoz, J. and Gorter, D. (ed.) Language Awareness and Multilingualism (Encyclopedia of Language and Education) Cham, Switzerland Springer. pp. 173-186

2016

Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities (2016)
Lamb, T. and Little, S. 2016. Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities. in: Tsagari, D. (ed.) Classroom-based assessment in L2 contexts Cambridge, UK Cambridge Scholars Publishing. pp. 184-206

2015

Knowledge about language and learner autonomy (2015)
Lamb, T. 2015. Knowledge about language and learner autonomy. in: Cenoz, J. and Gorter, D. (ed.) Encyclopedia of Language and Education: Volume on Language Awareness and Multilingualism. Cham, Switzerland Springer. pp. 173-186

2013

Action research: Promoting teacher/learner autonomy and improving praxis (2013)
Course, S., Lamb, T. and Aoki, N. 2013. Action research: Promoting teacher/learner autonomy and improving praxis. in: Barfield, A. and Delgado Alvarado, N. (ed.) Autonomy in language learning: Stories of practices. Canterbury, UK IATEFL. pp. 140-149

2010

La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy (2010)
Lamb, T. 2010. La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy. in: Diadori, P. (ed.) Formazione, qualità e certificazione per la didattica delle lingue moderne in Europa/TQAC in FLT. Training, Quality and Certification in Foreign Language Teaching Florence Le Monnier. pp. 22-30
Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes (2010)
Lamb, T. 2010. Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes. in: Paran, A. and Sercu, L. (ed.) Testing the untestable in language and education Clevedon Multilingual Matters. pp. 98-119

2009

Controlling learning: relationships between motivation and learner autonomy (2009)
Lamb, T. 2009. Controlling learning: relationships between motivation and learner autonomy. in: Pemberton, R., Toogood, S. and Barfield, A. (ed.) Maintaining control: Autonomy and Language Learning Hong Kong Hong Kong University Press. pp. 67-86

2008

Language learner autonomy in an English context (2008)
Lamb, T. 2008. Language learner autonomy in an English context. in: Miliander, J. and Trebbi, T. (ed.) Educational policies and language learner autonomy in schools: a new direction in language education? Dublin Authentik. pp. 26-39

2000

Reconceptualising disaffection: issues of power, voice and learner autonomy (2000)
Lamb, T. 2000. Reconceptualising disaffection: issues of power, voice and learner autonomy. in: Walraven, G., Parsons, C., Van Veen, D. and Day, C. (ed.) Combating Social Exclusion through Education Louvain, Belgium and Apeldoorn, Netherlands Garant. pp. 99-115

2018

Space, place and autonomy in language learning (2018)
Lamb, T. and Murray, G. (ed.) 2018. Space, place and autonomy in language learning. Routledge.

2017

Mapping autonomy in language education: A framework for learner and teacher development (2017)
Raya, Manuel J., Lamb, T. and Vieira, F. 2017. Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt-am-Main, Germany Peter Lang.

2012

Apprendre les uns des autres: Manuel pour les associations de professeurs de langues (2012)
Lamb, T., Atanasoska, T., Hepp, M., Jónsdóttir, S. and Zielinsky, J. 2012. Apprendre les uns des autres: Manuel pour les associations de professeurs de langues. Graz, Austria European Centre for Modern Languages.
Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände (2012)
Lamb, T., Atanasoska, T., Hepp, M., Zielinsky, J. and Jónsdóttir, S. 2012. Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände. Graz, Austria European Centre for Modern Languages.
Learning from each other: A handbook for language teacher associations (2012)
Lamb, T., Atanasoska, T., Hepp, M., Jönsdottir, S. and Zielinsky, J. 2012. Learning from each other: A handbook for language teacher associations. Graz, Austria European Centre for Modern Languages.

2011

Identity, Motivation and Autonomy in Language Learning (2011)
Murray, G., Gao, X. and Lamb, T. (ed.) 2011. Identity, Motivation and Autonomy in Language Learning. Bristol, UK Multilingual Matters.

2008

Pedagogy for Autonomy in Modern Languages Education: Theory, practice, and teacher education (2008)
Raya, M.J. and Lamb, T. (ed.) 2008. Pedagogy for Autonomy in Modern Languages Education: Theory, practice, and teacher education. Dublin Authentik.
Learner and teacher autonomy: concepts, realities and responses (2008)
Lamb, T. and Reinders, H. (ed.) 2008. Learner and teacher autonomy: concepts, realities and responses. Amsterdam, Netherlands John Benjamins.

2007

Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development (2007)
Jiménez Raya, M., Lamb, T. and Vieira, F. 2007. Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development. Dublin Authentik.

2006

Supporting independent learning: issues and interventions (2006)
Lamb, T. and Reinders, H. (ed.) 2006. Supporting independent learning: issues and interventions. Frankfurt-am-Main Peter Lang.

2003

Differentiation in the Modern Languages Classroom (2003)
Jiménez Raya, M. and Lamb, T. (ed.) 2003. Differentiation in the Modern Languages Classroom. Frankfurt-am-Main Peter Lang.

2000

Learner Autonomy, Teacher Autonomy: Future Directions (2000)
Sinclair, B., McGrath, I. and Lamb, T. (ed.) 2000. Learner Autonomy, Teacher Autonomy: Future Directions. Harlow, Essex Pearson Education.

2017

Families’ roles in children’s literacy in the UK throughout the 20th century (2017)
Nutbrown, C., Clough, P., Levy, R., Little, S., Lamb, T. and Yamada-Rice, D. 2017. Families’ roles in children’s literacy in the UK throughout the 20th century. Journal of Early Childhood Literacy. 17 (4), pp. 551-569.

2015

Towards a plurilingual habitus: engendering interlinguality in urban spaces (2015)
Lamb, T. 2015. Towards a plurilingual habitus: engendering interlinguality in urban spaces. International Journal of Pedagogies and Learning. 10 (2), pp. 151-165.

2012

Language associations and collaborative support: language teacher associations as empowering spaces for professional networks (2012)
Lamb, T. 2012. Language associations and collaborative support: language teacher associations as empowering spaces for professional networks. Innovation in Language Learning and Teaching. 6 (3), pp. 287-308.

2011

MARILLE – Promoting plurilingualism in the majority language classroom (2011)
Aalto, E., Abel, A., Boeckmann, K-B. and Lamb, T. 2011. MARILLE – Promoting plurilingualism in the majority language classroom. Babylonia, the Swiss Journal of Language and Teaching. (1), pp. 44-48.
Reconceptualising Intercultural Education: A Model from Language Education (2011)
Lamb, T. 2011. Reconceptualising Intercultural Education: A Model from Language Education. Hermeneia, a Journal of Hermeneutics, Art Theory and Criticism. 11.
Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices (2011)
Lamb, T. 2011. Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics. 14 (2), pp. 68-85.

2003

Escaping from the treadmill: practitioner research and professional autonomy (2003)
Lamb, T. and Simpson, M. 2003. Escaping from the treadmill: practitioner research and professional autonomy. The Language Learning Journal. 28 (1), pp. 55-63.

2001

Language Policy in Multilingual UK (2001)
Lamb, T. 2001. Language Policy in Multilingual UK. Language Learning Journal. 23 (1), pp. 4-12.

2014

Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review (2014)
Levy, R., Little, S., Clough, P., Nutbrown, C., Bishop, J., Lamb, T. and Yamada-Rice, D. 2014. Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review. London Booktrust.

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