Professor Simon Borg
Visiting Professor of TESOL
I have been involved in TESOL for over 25 years, working as a teacher, teacher educator, lecturer, researcher and consultant in a range of international TESOL contexts.
From January 2014 I am a Visiting Professor at the School of Education. In this capacity I do not offer supervision to new doctoral students.
Updated information about my activities is available at http://simon-borg.co.uk/
My key area of research in TESOL is language teacher cognition - the study of what language teachers know, believe, think and do.
- Brief introductory article "Introducing Language Teacher Cognition" [PDF: 81KB]
- Language Teacher Cognition Bibliography
My book on these issues is 'Teacher Cognition and Language Education'.
Also published in 2013: Teacher research in language teaching (Cambridge University press)
A list of my publications is available at http://tinyurl.com/qyko889
Please visit http://simon-borg.co.uk/presentations/ for details of recent and forthcoming presentations.
The impact of teacher education of pre-service primary English language teachers (£15,525, The British Council)
Delta trainers' cognitions and practices (£14,995, Cambridge ESOL).
Teaching English Radio (£14, 260, The British Council).
Learner autonomy: English language teachers' beliefs and practices (£11,530, The British Council)
Teacher learning on the Delta (£6370, Cambridge ESOL),
The impact on students of British Council EFL classes (£24,998, The British Council). Download final report.
Teachers' beliefs and practices about the effective integration of grammar instruction ($US20,000, TESOL International Research Foundation, with Anne Burns, Macquarie University)
Research engagement and quality in English language teaching ((£10,422, The British Council)
School leaders' conceptions of research engagement in English language centres (£6,497, The British Academy)
The development of advanced classroom research skills (£16,400, Ministry of Education, Oman.
I supervise a group of PhD students working in the area of language teacher cognition. I am not, though, accepting any new students.
Teacher research in language teaching: A critical analysis (Cambridge, UK: Cambridge University Press, 2013),
Teacher cognition and language education: research and practice (London: Continuum, 2006),
‘University teacher educators' research engagement: Perspectives from Saudi Arabia’, Teaching and Teacher Education, 28.3 (2012), 347-356,
‘Teachers’ beliefs and practices regarding learner autonomy’, ELT Journal, 66.3 (2012),
‘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,
‘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,
‘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,
‘Language teacher research engagement’, Language Teaching, 43.4 (2010), 391-429,
‘English Language Teachers' Conceptions of Research’, Applied Linguistics, 30.3 (2009), 355-388,
‘Integrating Grammar in Adult TESOL Classrooms’, Applied Linguistics, 29.3 (2008), 456-482,
‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System, 37.3, 380-390,
‘Language teacher education’, in The Routledge Handbook of Applied Linguistics, ed. by Simpson J (London: Routledge, 2011), 215-228,
‘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,