Dr Sally Zacharias

  • Lecturer in Education (Culture, Literacies, Inclusion & Pedagogy)

telephone: 0141 330-3421
email: Sally.Zacharias@glasgow.ac.uk

St Andrew's Building, N502b, 11 Eldon Street, Glasgow, G3 6NH

Import to contacts

ORCID iDhttps://orcid.org/0000-0002-9430-8166

Biography

 

I joined the University of Glasgow in 2012 and am a lecturer in the School of Education, where I am part of the Teaching English to Speakers of Other Languages (TESOL) team. I have a background in English for Academic Purposes (EAP) and Content and Language Integrated Learning (CLIL), and have taught in a variety of contexts (UK, France & Germany) including ones where I taught children at both secondary and primary levels.

I am the deputy Postgraduate Taught Director and also a member of the Ethics committee within the School.

Qualifications:

PhD University of Nottingham 2018

MA TESOL (distinction) -  University of Nottingham 2011

PGCE Science with CLIL (secondary) - University of Nottingham 2004

RSA/Cambridge Diploma TEFLA - British Institute, Paris 1998

RSA/Cambridge Certificate TEFLA 1991

BSc Chemistry with Education, University of York, 1991 

 

Research interests

My scholarship and teaching revolve around developing Language Awareness with language educators and content specialists and how this impacts on pedagogy, material design and assessment practices. I use cognitive linguistics and metaphor theory to inform my work.  

I work with language educators to develop their Language Awareness and explore the social, cognitive and cultural aspects of the meaning-making process through language and other semiotic modes. I see language and grammar as a meaning-making resource and an embodied set of practices rather than a prescriptive set of rules to be learnt by rote based on strict native speaker norms. I encourage my students to critically explore language and their languaging practices by using their creativity and their full multilingual and multimodal repetoires.

I am currently working on a Learning and Teaching Development (LTDF) project, funded by the University of Glasgow, whereby I am developing language teacher-training materials and digital technologies to enhance conceptual understanding. More details of the project can be found HERE.

I am interested in how conceptual thinking develops in the disciplines, including the fields of language education and the sciences. I carry out workshops with practising science teachers in developing language awareness. In my doctoral research, I used and developed a cognitive discursive framework to describe and explain the development of how scientific abstract concepts are both constructed and linguistically represented in classroom discourse. A link to my thesis is [here].

I explore how objects and concepts have been linguistically represented across cultures and languages. For example, with the Creative Multilingualism AHRC (Open World Research Initiative) 2018-19 'The Moon in narrative, metaphor and reason' I looked at how the Moon is lingustically represented and interpreted through metaphor across different cultures and languages (Mandarin, Polish, Arabic and English). 

Methodologically, I am interested in qualitative research methods and metaphor analysis. See link to my lecture as part of the Open Lectures in Educational Research Series.

Co-creator with Doherty, C. of MOOC with FutureLearn TESOL Strategies: Supporting ESL Students in Mainstream Classrooms

 

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2012
Number of items: 31.

2023

Sancheti, P. and Zacharias, S. (2023) Science teachers’ perceptions of the role of language in pedagogic practices in plurilinguistic EMI settings in India. Language Scholar, 12, pp. 35-55.

Zacharias, S. and Binti Nek Kamal, N. (2023) Language Awareness: using digital technologies to enhance conceptual understanding. [Website]

Zacharias, S. (2023) Developing International Student-teachers' Metalinguistic Understanding for Teaching EAL Writers. UKLA International Conference 2023, University of Exeter, UK, 23 – 25 June 2023.

Zacharias, S. (2023) Integrating CL-Orientated Practices into a Postgraduate TESOL Programme: Challenges and Opportunities to Move Beyond the GRAMMAR IS A RULEBOOK Construal. 16th Researching and Applying Metaphor Conference, Universidad de Alcalá, Spain, 28-30 June 2023.

Zacharias, S. (2023) Enhancing TESOL Pre-service Teachers’ Understanding of Language Use with Digital Technologies. Scottish Educational Research Association (SERA) Annual conference 2023, Queen Margaret University, Musselburg, 22-24 November 2023. (Accepted for Publication)

2022

Zacharias, S. and Evison, J. (2022) I see what you mean: exploring figurative uses of language. In: Viana, V. (ed.) Teaching English with Corpora: A Resource Book. Routledge: London. ISBN 9781032252971

Zacharias, S. (2022) It…he [the Moon] didn’t look tasty! Transnational children’s use of metaphors as a transcultural tool to gain symbolic power in family discourse. Language and Intercultural Communication, 22(4), pp. 473-486. (doi: 10.1080/14708477.2021.1967967)

McGuire, W. , Harrington, O. , MacDiarmid, C. and Zacharias, S. (2022) The TEDM Principle: improving written feedback. Innovative Practice in Higher Education, 4(3),

Zacharias, S. (2022) What Can Cognitive Linguistics Do for the EAP Community? In: BALEAP Conference 2019: Innovation, Exploration and Transformation, Leeds, UK, 12-14 Apr 2019, pp. 117-124. ISBN 9781782608622

2021

Zacharias, S. (2021) Review of Piquer-Píriz & Alejo-González (2020): Metaphor in Foreign Language Instruction. Metaphor and the Social World, 11(2), pp. 361-367. (doi: 10.1075/msw.00023.zac)[Book Review]

Hirsu, L. , Zacharias, S. and Futro, D. (2021) Translingual arts-based practices for language learners. ELT Journal, 75(1), pp. 22-32. (doi: 10.1093/elt/ccaa064)

2020

Zacharias, S. (2020) Towards a concept-driven pedagogy: a model of linguistic knowledge. In: Giovanelli, M., Harrison, C. and Nuttall, L. (eds.) New Directions in Cognitive Grammar and Style. Bloomsbury: London. ISBN 9781350111110

Daborn, E., Zacharias, S. and Crichton, H. (2020) Subject Literacy in Culturally Diverse Secondary Schools: Supporting EAL Learners. Bloomsbury: London. ISBN 9781350073937

Zacharias, S. and Marren, A. (2020) Creative use of metaphors in family interviews. RaAM13- Metaphorical creativity in a multilingual world, Hamar, Norway (virtual), 18-21 June 2020.

McGuire, W. , Harrington, O. , MacDiarmid, C. and Zacharias, S. (2020) Showing; Not Telling: Modelling Student Feedback to Improve Satisfaction. BERA 2020, Liverpool, UK, 08-10 Sep 2020.

McGuire, W. , Harrington, O. , Zacharias, S. and MacDiarmid, C. (2020) The Problem with Feedback. ECER 2020, Glasgow, UK, 24-28 Aug 2020 [Event cancelled]. (Unpublished)

Kohl, K., Littlemore, J., Boroditsky, L., Kövecses, Z. and Zacharias, S. (2020) How do metaphors shape our world. [Audio]

Zacharias, S. (2020) Integrating linguistic analysis into science pedagogy. [Website]

2019

Zacharias, S. (2019) The development of the abstract scientific concept of heat energy in a naturalistic classroom setting. In: Bolognesi, M. and Steen, G. J. (eds.) Perspectives on Abstract Concepts: Cognition, Language and Communication. John Benjamins.

Zacharias, S. (2019) The Moon in Narrative, Metaphor and Reason: a Multilinguistic Perspective. The Creative Power of Metaphor, Worcester College, Oxford, UK, 29-30 March 2019.

Hirsu, L. and Zacharias, S. (2019) Challenging the translingual turn: TESOL student teachers' perceptions, practices and networks. ELT Research Papers 19.08. Other. British Council, London. ISBN 9780863559655.

2018

Zacharias, S. (2018) Moon Metaphors: a Multilinguistic and Multicultural Perspective. 5th International Conference on Metaphor and Discourse: Metaphors Across Cultures and Social Spheres, Fundación Universitat Jaume I-Empresa, Castellón de La Plana, Spain, 8-9 November 2018.

Zacharias, S. (2018) 'The Heat's Travelling Along the Rod!' Constructions and Representations of Scientific Abstract Concepts in Classroom Discourse. 8th International Conference of the German Cognitive Linguistics Association, University of Koblenz-Landau, Germany, 26-28 September 2018.

Zacharias, S. (2018) How are we Meant to use Heat? Towards a Model of Linguistic Knowledge for Teachers. Cognitive Grammar in Stylistics, Aston University, Birmingham, UK, 13 September 2018.

Zacharias, S. (2018) Is That What You Meant? Towards a Formative Evaluation Framework for Content Classrooms. BAAL 2018 Taking Risks in Applied Linguistics, York, UK, 6-8 September 2018.

Zacharias, S. and Hirsu, L. (2018) Embracing a Translingual Approach: Between Pedagogical Risk and Daily Practice. BAAL 2018 Taking Risks in Applied Linguistics, York, UK, 6-8 September 2018.

Zacharias, S. and Hirsu, L. (2018) Challenging Student-Teacher Language Ideologies in Translingual Contexts. TLANG 2018, Birmngham, UK, 28-29 March 2018.

Zacharias, S. (2018) Developing Knowledge About Language with Student Teachers on Short English as an Additional Language Input Sessions. SATEAL 2018 Conference, Edinburgh, UK, 17 March 2018.

2017

Zacharias, S. (2017) PhD research report: Knowledge about language from a cognitive linguistics perspective: What content teachers might want to know. Documentation. British Association for Applied Linguistics.

2016

Zacharias, S. (2016) Knowledge about Language from a Cognitive Linguistics Perspective: What Content Teachers Might Want to Know. BAAL 2016 Taking Stock of Applied Linguistics: Where Are We Now?, Cambridge, UK, 1-3 September 2016.

2012

Esfandiari, M., Knight, P., Molinari, J. and Zacharias, S. (2012) Task-Based Learning Applied. A collection of research papers. Series: Jubilee Press occasional papers. Jubilee Press. ISBN 9781906235178

This list was generated on Mon Jun 24 21:42:57 2024 BST.
Number of items: 31.

Articles

Sancheti, P. and Zacharias, S. (2023) Science teachers’ perceptions of the role of language in pedagogic practices in plurilinguistic EMI settings in India. Language Scholar, 12, pp. 35-55.

Zacharias, S. (2022) It…he [the Moon] didn’t look tasty! Transnational children’s use of metaphors as a transcultural tool to gain symbolic power in family discourse. Language and Intercultural Communication, 22(4), pp. 473-486. (doi: 10.1080/14708477.2021.1967967)

McGuire, W. , Harrington, O. , MacDiarmid, C. and Zacharias, S. (2022) The TEDM Principle: improving written feedback. Innovative Practice in Higher Education, 4(3),

Hirsu, L. , Zacharias, S. and Futro, D. (2021) Translingual arts-based practices for language learners. ELT Journal, 75(1), pp. 22-32. (doi: 10.1093/elt/ccaa064)

Books

Daborn, E., Zacharias, S. and Crichton, H. (2020) Subject Literacy in Culturally Diverse Secondary Schools: Supporting EAL Learners. Bloomsbury: London. ISBN 9781350073937

Esfandiari, M., Knight, P., Molinari, J. and Zacharias, S. (2012) Task-Based Learning Applied. A collection of research papers. Series: Jubilee Press occasional papers. Jubilee Press. ISBN 9781906235178

Book Sections

Zacharias, S. and Evison, J. (2022) I see what you mean: exploring figurative uses of language. In: Viana, V. (ed.) Teaching English with Corpora: A Resource Book. Routledge: London. ISBN 9781032252971

Zacharias, S. (2020) Towards a concept-driven pedagogy: a model of linguistic knowledge. In: Giovanelli, M., Harrison, C. and Nuttall, L. (eds.) New Directions in Cognitive Grammar and Style. Bloomsbury: London. ISBN 9781350111110

Zacharias, S. (2019) The development of the abstract scientific concept of heat energy in a naturalistic classroom setting. In: Bolognesi, M. and Steen, G. J. (eds.) Perspectives on Abstract Concepts: Cognition, Language and Communication. John Benjamins.

Book Reviews

Zacharias, S. (2021) Review of Piquer-Píriz & Alejo-González (2020): Metaphor in Foreign Language Instruction. Metaphor and the Social World, 11(2), pp. 361-367. (doi: 10.1075/msw.00023.zac)[Book Review]

Research Reports or Papers

Hirsu, L. and Zacharias, S. (2019) Challenging the translingual turn: TESOL student teachers' perceptions, practices and networks. ELT Research Papers 19.08. Other. British Council, London. ISBN 9780863559655.

Zacharias, S. (2017) PhD research report: Knowledge about language from a cognitive linguistics perspective: What content teachers might want to know. Documentation. British Association for Applied Linguistics.

Conference or Workshop Item

Zacharias, S. (2023) Developing International Student-teachers' Metalinguistic Understanding for Teaching EAL Writers. UKLA International Conference 2023, University of Exeter, UK, 23 – 25 June 2023.

Zacharias, S. (2023) Integrating CL-Orientated Practices into a Postgraduate TESOL Programme: Challenges and Opportunities to Move Beyond the GRAMMAR IS A RULEBOOK Construal. 16th Researching and Applying Metaphor Conference, Universidad de Alcalá, Spain, 28-30 June 2023.

Zacharias, S. (2023) Enhancing TESOL Pre-service Teachers’ Understanding of Language Use with Digital Technologies. Scottish Educational Research Association (SERA) Annual conference 2023, Queen Margaret University, Musselburg, 22-24 November 2023. (Accepted for Publication)

Zacharias, S. and Marren, A. (2020) Creative use of metaphors in family interviews. RaAM13- Metaphorical creativity in a multilingual world, Hamar, Norway (virtual), 18-21 June 2020.

McGuire, W. , Harrington, O. , MacDiarmid, C. and Zacharias, S. (2020) Showing; Not Telling: Modelling Student Feedback to Improve Satisfaction. BERA 2020, Liverpool, UK, 08-10 Sep 2020.

McGuire, W. , Harrington, O. , Zacharias, S. and MacDiarmid, C. (2020) The Problem with Feedback. ECER 2020, Glasgow, UK, 24-28 Aug 2020 [Event cancelled]. (Unpublished)

Zacharias, S. (2019) The Moon in Narrative, Metaphor and Reason: a Multilinguistic Perspective. The Creative Power of Metaphor, Worcester College, Oxford, UK, 29-30 March 2019.

Zacharias, S. (2018) Moon Metaphors: a Multilinguistic and Multicultural Perspective. 5th International Conference on Metaphor and Discourse: Metaphors Across Cultures and Social Spheres, Fundación Universitat Jaume I-Empresa, Castellón de La Plana, Spain, 8-9 November 2018.

Zacharias, S. (2018) 'The Heat's Travelling Along the Rod!' Constructions and Representations of Scientific Abstract Concepts in Classroom Discourse. 8th International Conference of the German Cognitive Linguistics Association, University of Koblenz-Landau, Germany, 26-28 September 2018.

Zacharias, S. (2018) How are we Meant to use Heat? Towards a Model of Linguistic Knowledge for Teachers. Cognitive Grammar in Stylistics, Aston University, Birmingham, UK, 13 September 2018.

Zacharias, S. (2018) Is That What You Meant? Towards a Formative Evaluation Framework for Content Classrooms. BAAL 2018 Taking Risks in Applied Linguistics, York, UK, 6-8 September 2018.

Zacharias, S. and Hirsu, L. (2018) Embracing a Translingual Approach: Between Pedagogical Risk and Daily Practice. BAAL 2018 Taking Risks in Applied Linguistics, York, UK, 6-8 September 2018.

Zacharias, S. and Hirsu, L. (2018) Challenging Student-Teacher Language Ideologies in Translingual Contexts. TLANG 2018, Birmngham, UK, 28-29 March 2018.

Zacharias, S. (2018) Developing Knowledge About Language with Student Teachers on Short English as an Additional Language Input Sessions. SATEAL 2018 Conference, Edinburgh, UK, 17 March 2018.

Zacharias, S. (2016) Knowledge about Language from a Cognitive Linguistics Perspective: What Content Teachers Might Want to Know. BAAL 2016 Taking Stock of Applied Linguistics: Where Are We Now?, Cambridge, UK, 1-3 September 2016.

Conference Proceedings

Zacharias, S. (2022) What Can Cognitive Linguistics Do for the EAP Community? In: BALEAP Conference 2019: Innovation, Exploration and Transformation, Leeds, UK, 12-14 Apr 2019, pp. 117-124. ISBN 9781782608622

Audio

Kohl, K., Littlemore, J., Boroditsky, L., Kövecses, Z. and Zacharias, S. (2020) How do metaphors shape our world. [Audio]

Website

Zacharias, S. and Binti Nek Kamal, N. (2023) Language Awareness: using digital technologies to enhance conceptual understanding. [Website]

Zacharias, S. (2020) Integrating linguistic analysis into science pedagogy. [Website]

This list was generated on Mon Jun 24 21:42:57 2024 BST.

Grants

Learning and Teaching Development Fund (LTDF) University of Glasgow 2022-23. 'Developing a digital platform for Teaching English to Speakers of Other Languages (TESOL) student-teachers to co-create and share mini lesson plans and templates' £1223, 80 (with Natalie Finlayson and Nurfadzilah Binti Nek Kamal)

British Council's Going Global Exploratory Grant: Enhancing teacher education in STEM through a linguistic lens: a cross-curricula and transnational effort challenging gender stereotypes (Co-I) 

Creative Multilingualism AHRC (Open World Research Initiative) 2018-9. 'The Moon in narrative, metaphor and reason: A multilinguistic perspective' £1,940

Cognitive Approaches to Language in Education Workhop 2018 BAAL/Routledge 

British Council ELTRA award 2017. Challenging the Translingual Turn: Student-Teachers' Perceptions, Practices and Networks (co-researcher with Lavinia Hirsu) £5,000

Hirsu, L., Zacharias, S. and Futro, D. : Creative Language Practices: Exploring Translanguaging in Pedagogical Contexts and Beyond is a project that started with a few important questions: What is the role of translanguaging in language teaching? How can teachers enrich their practice if they are to engage with translanguaging? What does translanguaging mean for teachers and pupils in different multilingual classrooms? How can practitioners talk about translanguaging in their daily practice? In an attempt to answer some of these questions, our project aims to discover and develop creative practices, activities and ideas that teachers can use in multilingual classrooms within a translingual framework. The project builds on a collaborative model that brings together expertise about multilingual learning and teaching, as well as arts-based methods and creative practices.

Supervision

I supervise MEd and MSc TESOL dissertation students

I co-supervise with

Dr Julie McAdam and Dr Gracia Maria Imperiale PhD student Guiping Ying A Study on the Mismatch of Public English Education

Dr Lavinia Hirsu PhD student Chufan Qiu: A study of the identity reconstruction of Chinese HE students in the UK.

Dr Philip Tonner and Dr Jennifer Farrar PhD student Dorothy Munro: An analysis of the impact of cross-curricular metaphor awareness as a tool for inhanced literacy and increased attainment in both the English classroom and other secondary subjects.

 

  • Qiu, Chufan
    A Study on Identity (Re)construction of Chinese Students Studying in Higher Education in the UK
  • Yang, Guiping
    A Study on the Mismatch of Public English Education...
  • ZHANG, Rong
    Multilingual learners' Literary Encounter with Audio books
  • ZHANG, Yuyuan
    Life Capital Lens: The Washback of IELTS on Test Retakers and Their L2 Motivational Selves

Past supervision

Dr Dely Elliot PhD student Idris Hamed Nasser Al Adawi. Investigating Omani EFL teachers' beliefs and practices of intercultural competence (IC): A qualitative enquiry within two higher education institutions in Oman

Professor Louise Haywood PhD student Jingwei Song: Teachers' practices and understandings of formative assessment: A case study in Shenzhen, China.

Teaching

I teach on and convene the following modules on the MSc and MEd TESOL programmes:

Descriptions of Language (core module) (convenor)

Language Proficiency, Assessment and Feedback (2nd semester option) (convenor)

Dissertation module (convenor)

I teach the EAL/literacy component of ITE/PGDE programmes within the School 

I teach on Modern Educational Thought and (online) Modern Educational Thought. 

I am a member of the School of Education's Ethic's committee. 

Additional information

Professional Affiliations:

I am convenor LKALE (Linguistics and Knowledge About Language) Special Interest Group of British Association of Applied Linguistics.

I am membership secretary of NALDIC (National Association of Language Diversity Across the Curriculum)

Member of BAAL, NALDIC, PALA. RaAM, IATEFL, UKLA and BALEAP.

Prizes and Awards

Winner of the 2016 British Association of Applied Linguistis (BAAL) Richard Pemberton prize for the best student paper: Knowledge About Language from a Cognitive Linguistics Perspective. What Content Teachers Might Want to Know. 

2020 Teaching Excellence Award (TESOL team award). University of Glasgow.