Dr Gary Chambers
Associate Professor in TESOL
Having taught modern foreign languages and classics in secondary schools in Cleveland and London, I joined the School of Education, University of Leeds in 1989. As Associate Professor in TESOL I play a full part in the research and teaching activities of the School of Education.
My main research interest is in motivational perspectives of learners and teachers of foreign languages, although I have also done work on other aspects of foreign language learning and teaching. Initial Teacher Education with special reference to recruitment and retention has also been an area in which I have been engaged.
I recently completed a British Academy funded project (2012-14) on Key Stage 2 to Key Stage 3 Transition in Modern Languages. The pupils’ voice in Saxony-Anhalt, Germany. This work was informed by three other projects (one based in Germany, the other two in the UK) relating to pupils’ and teachers’ perspectives on transition from primary to secondary school in MFL.
I was Project Director for a two-year, TDA-funded evaluation of three websites supporting initial teacher training (2008-10). I was also a member of the "Becoming a Teacher" (BaT) team, which conducted a five-year longitudinal study into the nature and impact of experience in Initial Teacher Training, Induction and Early Professional Development, funded by the DCSF, GTC and TDA (2003-09).
Following a four year project into pupils’ motivational perspectives of learning German, I published a book on its findings: Motivating Language Learners: Multilingual Matters, 1999. This was followed by an edited book in 2001: Reflections on Motivation, CILT.
I have published widely on the above topics and have spoken at numerous conferences. Between 1996 and 1999, I was Editor of the Language Learning Journal. I am a member of the Editorial Board of this journal as well as Innovation in Language Learning and Teaching and Deutsch Lehren und Lernen.
I am Head of MA TESOL Studies and make a major contribution to this programme’s modules. I also teach on our undergraduate module provision.
I supervise students with an interest in any aspect of Foreign Languages Teaching and Learning, especially motivational and attitudinal perspectives.
Motivating Language Learners, Modern Languages in Practice 12 (Clevedon: Multilingual Matters Ltd, 1999), 242p,
‘Pupils’ reflections on the primary to secondary school transition with reference to modern language learning: a motivational self-system perspective’, Innovation in Language Learning and Teaching 2017,
DOI: 10.1080/17501229.2018.1424172, Repository URL: http://eprints.whiterose.ac.uk/126135/
‘The Target Language Revisited’, Teaching and Teacher Education, 36.44-45 (2013),
‘Teaching could be a fantastic job but...': three stories of student teacher withdrawal from initial teacher preparation programmes in England’, Teachers and Teaching, ed. by Day C, 16.1 (2010), 111-129,
‘Who withdraws from initial teacher preparation programmes and why?’, EDUC RES-UK, 51.3 (2009), 321-340,