Jill Haldane (M.A., Msc, DELTA, Dip Museum Studies)
Lecturer in English for Academic Purposes and Academic Language and LIteracies, Course Organiser Foundation English in Academic Language and Literacies
Background
Teaching and education threads through all stages of my working career - I started as a Fitness Instructor, then a tour guide at Edinburgh Castle, before teaching English as a Foreign Language in Europe. Moving to New Zealand, I taught children in Museum education as well as Careers in the high school sector. Then came training mums to be first educators of our precious youngsters. In the HE sector, I have worked at Universitet Opolski in Poland, Massey University in NZ, and at Edinburgh since 2014.
Qualifications
M.A. Cultural History (Aberdeen)
Dip. Museum Studies (Massey University, NZ)
Msc Applied Linguistics (Edinburgh)
Responsibilities & affiliations
British Association of Lecturers in English for Academic Purposes (BALEAP)
Language Value (academic journal) editing committee (2017-)
Pension Representative, University and College Union (UCU)
Open to PhD supervision enquiries?
No
Research summary
Based on my research interests and achievements, I have demonstrated a profound expertise in language education, particularly focusing on academic literacy and discourse among international students. My work revolves around Systemic Functional Linguistics and the dynamics of language practices and identity among Widening Participation students. I employ Legitimation Code Theory to teaching and materials creation. I have a strong focus on enhancing academic literacy for undergraduates and post-graduates at Edinburgh University
Current research interests
I am currently interested in wrapping Semantic Gravity and Semantice Density into course materials for undergradaute students to authenticate the delivery of L&T resources that has inclusive practice at its heart.Past research interests
• Language practices and identity in Widening Participation students (PhD topic ongoing) • Academic literacy and language enhancement for undergraduates at Edinburgh University • Languaging practices by English for Medicine students in integrated language/content mode of instruction in Spain. (2018) • Interacting and negotiating authorial stance in summary writing on ELE in-sessional writing course. (2018) • Metadiscourse use in Chinese students’ writing on pre-Masters course at Edinburgh (2017) • Linguistic variation and identity in EAP feedback on ESAP writing(2016, Masters Dissertation) • Dimension of historiography and the consciousness of memory (2008)Knowledge exchange
Conference Presentations
2024
University of Leeds InFORM Conference: June 2024 Presentation title: Teamwork makes the Dreamwork:A critical reflection on staff-student course co-construction.
2022
University of Reading, InFORM Conference: July 2022 Presentation title: Enhancing inclusivity in IFP: Innovating with academic language and literacy in the language classroom.
St Andrews University EAP Conference, February 2022.
Presentation title: Peer review and development of criticality
2021
St Andrews University EAP Conference, February 2021.
Presentation title: Digital teaching and learning in Foundation EAP: Preliminary evaluations
2019
University of Edinburgh Learning & Teaching Conference: “Evidencing the value of teaching and learning” June 2019: Walkshop title: Developing inclusivity in Foundation English for Academic Purposes: Course design in response to diversity in the International Foundation Programme.
University of Reading, InFORM Conference: June 2019 “Recognising a new environment and adapting to change” Presentation title: Foundation EAP course redesign in response to a changing student body.
2018
St Andrews University EAP Conference, February 2018: Presentation title: A matter of opinion? Selecting stance for reformulation in writing
University of Edinburgh, Explorations in Ethnography, Language and Communication (EELC) Conference: “Linguistic ethnography in a changing world” September 2018: Presenttion title: Multilingual teaching for medical students.
University of Birmingham Translanguaging International Conference: “Communication in the multilingual city” March 2018: Presentation title University Classroom Exchanges: Multilingual communication in Medicine.
University of Edinburgh Learning & Teaching Conference: “Inspiring Learning” June 2018: Pecha kucha title: s167378, you need to use another word here”: How EAP tutors interact when giving academic writing feedback.
Universitat Jaume I, Castellon, Spain- IULMA Entretextos International Conference, “Multidisciplinary and multicultural discourse: Research and Profession” November 2018: Presentation title: Semantic structures and meaning making: Comparative discourse analysis of linguistic variation in multilingual, disciplinary postgraduate summary writing.
2017
St Andrews University EAP Conference, February 2017: Presentation title Postgraduate Chinese students’ response to academic discourse in pre-Masters EAP.
BALEAP PIM, Edinburgh, March 2017: Presentation title The response by postgraduate Chinese students to academic discourse instruction on the EAP pre-Masters course at Edinburgh University
2016
St Andrews University EAP Conference, February 2016: Presentation title - Linguistic variation in EAP feedback on ESP academic writing.
Edinburgh University, LEL PGC, June 2016: Paper title: “This idea needs re-expressing” Linguistic variation in EAP feedback on ESAP academic writing.
Lancaster University, BAAL LLT SIG, June 2016: Poster title - “This idea needs expressing”: Linguistic variations in EAP feedback
Universitat Jaume I, Castellon, Spain, October 2016: Presentation title – “This idea needs re-expressing”: Providing feedback on EAP content and language on ESAP writing courses at Edinburgh
Publications
2025
Dillon-Lee, F. and Haldane, J. (2025) ‘Teamwork Makes the Dream Work: Working with Student Alumni to help redesign the curriculum and assessment on The University of Edinburgh's IFP for the College of Arts, Humanities, and Social Sciences’ InFORM 24, University of Reading.
2024
Haldane, J., Davies, P., and Dillon-Lee, F. (2024).’Co-creation, creativity, and course design; Three Cs for success!’, Teaching Matters, 17 October. Available at: https://blogs.ed.ac.uk/teaching-matters/co-creation-creativity-and-course-design-three-cs-for-success/
2023
Haldane, J, and Murray, N. (2023)’ From inclusive practices to transformative curriculum: a journey of discovery on an English for Academic Purposes course’, Teaching Matters, 12 June. Available at: https://blogs.ed.ac.uk/teaching-matters/from-inclusive-practices-to-transformative-curriculum-a-journey-of-discovery-on-an-english-for-academic-purposes-course/
Haldane, J. (2023). 'Enhancing inclusivity in IFP: Innovating with academic language and literacies pedagogy' InFORM 22, University of Reading.
2022
Haldane, J., and Davies, P. (2022) Innovations in the academic language classroom of an International Foundation Programme. In: E. Sengupta and P. Blessinger, eds. 2022. Innovative approaches in pedagogy for higher education classrooms. Emerald Publishing Ltd: UK. Pp.101 – 120.
2021
Davies, P. and Haldane, J., 2021. Hybridising Foundation EAP: Finding the right asynchronous-synchronous balance. InFORM 20, University of Reading.
2008
Haldane, J. 2008 ‘An then the world came tae oor doorstep’: Lockerbie Lives and Stories. Glasgow: The Grimsay Press.
2006
Haldane, J. 2006. “Te Marae o Whakatōhea” Art exhibition of historical images from Māori tribe, New Zealand.
Project activity
International Foundation Programme Redesign project (2023-25)
Student Partnership Agreement project (2023-24)
Conference details
See Research