Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Research Students

Professor Simon Borg

Visiting Professor of TESOL

I have been involved in Teaching English to Speakers of Other Languages (TESOL) for over 25 years, working as a teacher, teacher educator, lecturer, researcher and consultant in a range of international TESOL contexts.

Updated information about my activities is available on my website.

Research Interests

My key areas of research in TESOL are:

  • Language teacher cognition
  • Teacher professional development
  • Teacher research

My book on these issues is 'Teacher Cognition and Language Education'. 

A full list of my publications is available on my website.

PhD Supervision

I am currently supervising:

I am not currently taking on further supervision.

Key Publications

Books

  • Borg S, Teacher research in language teaching: A critical analysis (Cambridge, UK: Cambridge University Press, 2013)

  • Borg S, Teacher cognition and language education: research and practice (London: Continuum, 2006)

Journal Articles

  • Borg S, Alshumaimeri Y, ‘University teacher educators' research engagement: Perspectives from Saudi Arabia’, Teaching and Teacher Education, 28.3 (2012), 347-356
    DOI: 10.1016/j.tate.2011.10.011

  • Borg S, Liu, Y., ‘Chinese College English teachers’ research engagement’, TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect 2012
    DOI: 10.1002/tesq.56

  • Borg S, Al-Busaidi, S., ‘Teachers’ beliefs and practices regarding learner autonomy’, ELT Journal, 66.3 (2012)
    DOI: 10.1093/elt/ccr065

  • Ong'Ondo C, Borg S, ‘We teach plastic lessons to please them” – The influence of supervision on the practice of English language student teachers in Kenya’, Language Teaching Research, 14.3 (2011), 509-528
    DOI: 10.1177/1362168811412881

  • Wyatt M, Borg S, ‘Development in the practical knowledge of language teachers: a comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East’, Innovation in Language Learning and Teaching, 5.3 (2011), 233-252
    DOI: 10.1080/17501229.2010.537340

  • Borg S, ‘Language teacher research engagement’, Language Teaching, 43.4 (2010), 391-429

  • Borg S, ‘English Language Teachers' Conceptions of Research’, Applied Linguistics, 30.3 (2009), 355-388

  • Borg S, Burns A, ‘Integrating Grammar in Adult TESOL Classrooms’, Applied Linguistics, 29.3 (2008), 456-482

  • Phipps, S., Borg S, ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System, 37.3, 380-390
    DOI: 10.1016/j.system.2009.03.002

Chapters

  • Borg S, ‘Language teacher education’, in The Routledge Handbook of Applied Linguistics, ed. by Simpson J (London: Routledge, 2011), 215-228

  • Borg S, ‘Language teacher cognition’, in The Cambridge Guide to Second Language Teacher Education, ed. by Burns A and Richards JC (Cambridge: Cambridge University Press, 2009), 163-171

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