Department of Education

Dr Hugo Santiago Sanchez

Hugo Santiago-Sanchez

Lecturer in TESOL and Applied Linguistics
Director of Studies MA Teaching English to Speakers of Other Languages (TESOL)BA (Hons), MA, PhD, SFHEA

1 West North 3.25
Email: h.s.sanchez@bath.ac.uk
Tel: +44 (0) 1225 38 5125

PhD supervision

Areas interested in supervising:

  • Teacher cognition
  • Teacher education and development
  • Language awareness

Profile

I have been involved in English language teaching for over 18 years, working as an EFL teacher, lecturer, teacher trainer and researcher in Argentina, Brazil and the UK. I specialise in teacher cognition, teacher education, and teacher development. I have a particular interest in teacher knowledge and beliefs, the experiential and educational sources which inform them, and the contextual factors impinging on teachers’ practices. My current research projects investigate the development of contextually appropriate pedagogical knowledge; the impact of tutor written feedback on the development of language awareness; and pedagogies for promoting transcultural competence. Other teaching and research interests include teacher language awareness (particularly grammar teaching) and qualitative research.

I am a Senior Fellow of the Higher Education Academy (SFHEA) and a member of the editorial board of the Argentinian Journal of Applied Linguistics.

I am a member of the Languages and Educational Practices research cluster.

Research interests

  • Teacher cognition
  • Teacher education and development
  • Teacher research
  • Language awareness
  • Qualitative research

Current projects

  • 'Conceptualisations of pedagogical contexts and development of appropriate pedagogies: A multiple-case study of pre-service language teachers working in peripheral urban state schools in São Paulo.' Department of Education, University of Bath; Faculty of Education, University of São Paulo.
  • 'The role of written feedback in the development of language awareness'. Department of Education, University of Bath; Department of Modern Languages, University of São Paulo.
  • 'Pedagogies for promoting transcultural competence'. Department of Education, University of Bath.

Publications

Book/s

Borg, S. and Sanchez, H. S., eds., 2015. International Perspectives on Teacher Research. Palgrave Macmillan. (International Perspectives in English Language Teaching)

Book Sections

Sanchez, H. and Dikilitaş, K., 2017. Forthcoming. Developing academic writing literacy while responding to tutor written feedback. In: Literacy practices unbound. Springer.

Sanchez, H. S. and Borg, S., 2015. Teacher research:looking back and moving forward. In: Borg, S. and Sanchez, H. S., eds. International Perspectives on Teacher Research. London, U. K.: Palgrave Macmillan, pp. 185-193. (International Perspectives in English Language Teaching)

Borg, S. and Sanchez, H. S., 2015. Key Issues in Doing and Supporting Language Teacher Research. In: Borg, S. and Sanchez, H. S., eds. International Perspectives on Teacher Research. Palgrave Macmillan, pp. 1-13. (International Perspectives in English Language Teaching)

Articles

Halet, K. A. and Sanchez, H., 2017. Teacher classroom anxiety:a case study of immigrant, in-service teachers of English in East Asia. The European Journal of Applied Linguistics and TEFL

Tran, B. L. and Sanchez, H., 2016. The person and the teacher:a case study into language teacher identity formation. Argentinian Journal of Applied Linguistics, 4 (2), 1.

Dunworth, C. and Sanchez, H., 2016. Perceptions of quality in staff-student written feedback in higher education:a case study. Teaching in Higher Education, 21 (5), pp. 576-589.

Van Praag, B. and Sanchez, H. S., 2015. Mobile technology in second language classrooms:insights into its uses, pedagogical implications, and teacher beliefs. ReCall, 27 (3), pp. 288-303.

Sanchez, H. S. and Dunworth, K., 2015. Issues and Agency:Postgraduate student and tutor experiences with written feedback. Assessment and Evaluation in Higher Education, 40 (3), pp. 456-470.

Sanchez, H. S. and Borg, S., 2014. Insights into L2 teachers’ pedagogical content knowledge:A cognitive perspective on their grammar explanations. System, 44 (1), pp. 45-53.

Sanchez, H. S., 2014. The impact of self-perceived subject matter knowledge on pedagogical decisions in EFL grammar teaching practices. Language Awareness, 23 (3), pp. 220-233.

Sanchez, H. S., 2013. A cognitive perspective on pre-service and in-service language teaching. Babylonia, 21 (01), pp. 51-56.

Sanchez, H. S., 2012. Research at the Centre for Applied Linguistics, Universityof Warwick, UK. Language Teaching, 45 (3), pp. 399-400.

Sanchez, H. S., 2011. El impacto de las experiencias previas de aprendizaje de unasegunda lengua en la formación de profesores de idioma extranjero. Revista de Educacion, 3 (7), pp. 121-143.

Sanchez, H. S., 2009. Building up literary reading responses in foreign language classrooms. English Language Teacher Education and Development, 12, 01-13.

Sanchez, H. S., 2007. Book Review: Teacher Cognition and Language Education: Research and Practice by Simon Borg. English Language Teacher Education and Development, 10, pp. 69-71.

Conference or Workshop Items

Sanchez, H., de Araújo Donnini Rodrigues, L. and de Pietri, É., 2016. Forthcoming. The relationships among experience, cognition, context and practice in pre-service language teachers' professional development. In: AILA 2017 The 18th World Congress of Applied Linguistics, 2017-07-23 - 2017-07-28.

Sanchez, H. and Dunworth, K., 2016. Forthcoming. The role of tutor-student written feedback in the development of teacher language awareness. In: AILA 2017 The 18th World Congress of Applied Linguistics, 2017-07-23 - 2017-07-28.

Dunworth, K. and Sanchez, H., 2016. Pedagogies for promoting transcultural/intercultural competence:an investigation into postgraduate taught programmes at one UK university. In: Education: A Global Perspective, 2016-06-21 - 2016-06-22, University of Worcester.

Sanchez, H., 2015. Conceptualizaciones de contextos pedagógicos y desarrollo de pedagogías apropiadas. In: XIV Seminário de Metodologia do Ensino de Língua Portuguesa, 2015-11-11 - 2015-11-13, University of Sao Paulo.

Sanchez, H. and Dunworth, C., 2015. Written feedback in higher education:perceived issues, coping strategies and student agency. In: The 22nd International Conference on Learning, 2015-07-09 - 2015-07-11, Universidad San Pablo.

Sanchez, H. and Dunworth, C., 2014. Student agency and tutor feedback in higher education. In: Cutting Edges Research Conference: Acknowledging the autonomy, creativity and criticality our students bring with them., 2014-07-01, University of Canterbury.

Sanchez, H., 2013. Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations. In: 31st International Conference AESLA 2013, 2013-04-18 - 2013-04-20.

Sanchez, H. and Grimshaw, T., 2013. The Discourses of Feedback in UK Higher Education: Negotiating meanings and identities in the context of marketization. In: The i-Mean Identity and Language Conference, 2013-04-20 - 2013-04-20.

Sanchez, H., 2010. The impact of teacher training courses on the development of pre-training beliefs. In: ELTED research group meeting. Centre for Applied Linguistics. University of Warwick., 2010-03-24.

Sanchez, H., 2009. The manifestations of grammar-related pedagogical knowledge in the language teaching practices of an EFL secondary school teacher. In: 12th Warwick Postgraduate Conference in Applied Linguistics, 2009-06-17.

Sanchez, H., 2008. The relationship between prior language learning experiences and language teaching practices. In: 11th Warwick Postgraduate Conference in Applied Linguistics, 2008-06-18.

Thesis

Sanchez, H. S., 2010. An Investigation into the Relationships among Experience, Teacher Cognition, Context, and Classroom Practice in EFL Grammar Teaching in Argentina. Thesis (Doctor of Philosophy (PhD)). University of Warwick.

This list was generated on Thu Oct 19 16:10:50 2017 IST.

View more publications »