Dr Gillian Lazar
| Name | Dr Gillian Lazar |
|---|---|
| Job title | Senior Lecturer in Education (Learning and Teaching Support) |
| Research institute | |
| Primary appointment | Education |
| Email address | g.lazar@mdx.ac.uk |
| ORCID | https://orcid.org/0000-0002-9675-4880 |
| Contact category | Academic staff |
Biography
Biography
Dr Gillian Lazar is currently a Senior
Lecturer (0.2) in the Education Department, where until recently she was the
Programme Leader for the the Post-graduate Certificate in
Higher Education (PG Cert HE), devising and delivering course content and undertaking teaching observations. She currently works mainly on a CPD courses for an external organisation aiming to develop the teaching, mentoring and coaching skills of their staff. She also undertakes PhD supervision. She began her career as a
teacher at the British Council, Athens and as a teacher/teacher trainer at
International House, London. She then worked freelance as a teacher trainer,
lexicographer and materials writer. In 2000 she became a Senior Lecturer in English
for Academic Purposes/Academic Literacies at Middlesex University, working with
students and collaborating with staff in a range of disciplines to embed
academic writing in the curriculum. She also devised and developed the online Academic Language and Writing Resource Box for all staff. Gillian was appointed a
Middlesex University Teaching Fellow in 2011, and is a Senior Fellow of the HEA
(SFHEA). She has been an IELTS examiner (2010 - 2012), external examiner at University College London, and has examined PhDs in the UK and South
Africa. Gillian has been an invited
speaker on using literature in language teaching, figurative language and
academic literacies at conferences and teachers' associations in the UK,
France, Ireland, Spain, Italy, Denmark, Germany, Hungary, Indonesia and South Africa.
Teaching -Course leader for the Skills and Theory of Professional Practice Development course (CPD for the NHS) -Teaching observations on the PG Cert HE -Second supervisor for 'A critical study of the role of translanguaging among 2nd and 3rd generation immigrants at a Persian supplementary school in the UK'.
Education and qualifications
PhD by Public Works
A writerly trajectory: reflections on published classroom resources for learners of English and students of academic writing.
15 Jul 0200
Middlesex University
Online Education and Training for Language Teaching Diploma
01 Nov 2006
Institute of Education, London University
MA in Language and Literature in Education (ESOL)
09 Oct 1985
Institute of Education, London University
BA Honours in English and Comparative Literature Studies
24 Apr 1980
University of the Witwatersrand
BA in English and French
09 May 1979
University of the Witwatersrand
Grants
Prizes and Awards
Research outputs
Strategizing decolonial subversions: A dialogue. Suresh Canagarajah interviewed by Victoria Odeniyi and Gillian Lazar
Canagarajah, S, Odeniyi, V. and Lazar, G. 2023. Strategizing decolonial subversions: A dialogue. Suresh Canagarajah interviewed by Victoria Odeniyi and Gillian Lazar. Decolonial Subversions. 2023, pp. 96-110.An editorial: Introducing the Special Issue of Decolonial Subversions
Odeniyi, V. and Lazar, G. 2023. An editorial: Introducing the Special Issue of Decolonial Subversions. Decolonial Subversions. 2023, pp. 1 - 8.A writerly trajectory: reflections on published classroom resources for learners of English and students of academic writing
Lazar, G. 2020. A writerly trajectory: reflections on published classroom resources for learners of English and students of academic writing. PhD thesis Middlesex University Work Based LearningUncovering creative intuitions
Lazar, G. 2020. Uncovering creative intuitions. Uncovering Creative Intuitions. Online 06 Nov 2020Academic literacies and staff pedagogic development
Lazar, G. 2021. Academic literacies and staff pedagogic development. Academic Literacies and Staff Pedagogic Development. Academic Writing Seminar Series (Online), UCL Institute of Education 20 May 2021Writing educational resources for publication: how and why?
Lazar, G. 2021. Writing educational resources for publication: how and why? Centre for Education Research and Scholarship (CERS) Professional Education and Partnerships. Middlesex University, London, UK (online & recorded) 15 Mar 2021 London, UK Middlesex University.Valuing the multilingual repertoires of students from African migrant communities at a London university
Odeniyi, V. and Lazar, G. 2020. Valuing the multilingual repertoires of students from African migrant communities at a London university. Language, Culture and Curriculum. 33 (20), pp. 157-171. https://doi.org/10.1080/07908318.2019.1677702Speaking the same language: developing a language-aware feedback culture
Lazar, G. and Ryder, A. 2018. Speaking the same language: developing a language-aware feedback culture. Innovations in Education and Teaching International. 55 (2), pp. 143-152. https://doi.org/10.1080/14703297.2017.1403940Student-centered pedagogy and real-world research: using documents as sources of data in teaching social science skills and methods
Peyrefitte, M. and Lazar, G. 2018. Student-centered pedagogy and real-world research: using documents as sources of data in teaching social science skills and methods. Teaching Sociology. 46 (1), pp. 62-74. https://doi.org/10.1177/0092055X17727835An investigation into the dialectic of Academic Teaching Identity: Some preliminary findings [Presentation]
Ryder, A., Lazar, G., Gibbs, P. and Davis, C. 2016. An investigation into the dialectic of Academic Teaching Identity: Some preliminary findings [Presentation]. London, United Kingdom Society for Research into Higher Education.Working with grammar as a tool for making meaning
Lazar, G. and Barnaby, B. 2015. Working with grammar as a tool for making meaning. in: Lillis, T., Harrington, K., Lea, M. and Mitchell, S. (ed.) Working with academic literacies: research, theory Parlor Press. pp. 289-297Literature and language teaching
Lazar, G. 2015. Literature and language teaching. in: Jones, R. (ed.) The Routledge handbook of language and creativity Routledge. pp. 468-482Playing with words and pictures: using post-modernist picture books as a resource with teenage and adult language learners
Lazar, G. 2015. Playing with words and pictures: using post-modernist picture books as a resource with teenage and adult language learners. in: Teranishi, M., Saito, Y. and Wales, K. (ed.) Literature and language learning in the EFL classroom Basingstoke and New York Palgrave Macmillan. pp. 94-111From the micro to the macro: embedding support for academic writing across an academic school/faculty
Lazar, G. 2015. From the micro to the macro: embedding support for academic writing across an academic school/faculty. EATAW 2015: 8th Biennial Conference of the European Association for the Teaching of Academic Writing. Tallinn University of Technology, Tallinn, Estonia 15 - 17 Jun 2015Academic literacy and linguistic diversity: an account from the chalk face
Lazar, G. 2015. Academic literacy and linguistic diversity: an account from the chalk face. The Multilingual University: Seminar 2 - Widening participation and bi/multilingualism: the cultural and language resources of linguistic minority university students. UCL Institute of Education, London, United Kingdom 06 Mar 2015Some first steps towards training teachers to use literature
Lazar, G. 2003. Some first steps towards training teachers to use literature. IATEFL Special Interest Groups Newsletter in memory of Gillian Porter Ladousse.A cross-cultural awareness workshop: language, communication and difference
Odeniyi, V. and Lazar, G. 2011. A cross-cultural awareness workshop: language, communication and difference. The Teacher Trainer. 25 (1), pp. 2-8.Authoring online materials for academic writing: issues and opportunities
Hale, L. and Lazar, G. 2007. Authoring online materials for academic writing: issues and opportunities. in: Alexander, O. (ed.) New approaches to materials development for language learning: proceedings of the 2005 joint BALEAP/SATEFL conference Oxford, UK Peter Lang. pp. 301-314Genre as implicit methodology in a collaborative writing initiative
Lazar, G. and Ellis, E. 2011. Genre as implicit methodology in a collaborative writing initiative. International Journal of English Studies. 11 (1), pp. 155-168.The talking cure: from narrative to academic argument
Lazar, G. 2011. The talking cure: from narrative to academic argument. in: Bhatia, V., Hernández, P. and Pérez-Paredes, P. (ed.) Researching Specialized Languages Amsterdam John Benjamins Publishing Company.Some approaches to literature, language teaching and the Internet
Lazar, G. 2008. Some approaches to literature, language teaching and the Internet. Fremdsprachen Lehren und Lernen. 37, pp. 154-163.Food for thought: metaphors in the EFL classroom
Lazar, G. 2004. Food for thought: metaphors in the EFL classroom. in: Pulverness, A. (ed.) IATEFL 2003: Brighton Conference Selections Whitstable IATEFL. pp. 125-127Meanings and metaphors: activities to practise figurative language
Lazar, G. 2003. Meanings and metaphors: activities to practise figurative language. Cambridge Cambridge University Press.A window on literature
Lazar, G. 1999. A window on literature. Cambridge Cambridge University Press.Literature and language teaching: exploring literary texts with the language learner
Lazar, G. 1996. Literature and language teaching: exploring literary texts with the language learner. TESOL Quarterly. 30 (4), pp. 773-776. https://doi.org/10.2307/3587934Using figurative language to expand students' vocabulary
Lazar, G. 1996. Using figurative language to expand students' vocabulary. ELT Journal. 50 (1), pp. 43-51. https://doi.org/10.1093/elt/50.1.43Using literature at lower levels
Lazar, G. 1994. Using literature at lower levels. ELT Journal. 48 (2), pp. 115-124. https://doi.org/10.1093/elt/48.2.115Literature and language teaching: a guide for teachers and trainers
Lazar, G. 1993. Literature and language teaching: a guide for teachers and trainers. Cambridge Cambridge University Press.Using novels in the language-learning classroom
Lazar, G. 1990. Using novels in the language-learning classroom. ELT Journal. 44 (3), pp. 204-214. https://doi.org/10.1093/elt/44.3.2042024
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