Dr Jennifer Miller - Researcher Profile

Biography

Jennifer Miller has worked as a teacher and teacher educator for over thirty years.  She is now a Senior Lecturer in the Faculty of Education at Monash University where she teaches courses in the TESOL area, as well as pre-service teacher education.  Her research and publications are in the areas of language acquisition and identity, refugee ESL learners and teacher’s work.  Her book, Audible difference: ESL and social identity (2003) explores the politics of speaking and identity for immigrant students in high schools, and is published by Multilingual Matters.  It is highly cited for its articulation of the notion of ‘audible difference’ which combines understandings from second language acquisition with sociocultural theory on discrimination.

Her current research concerns low literacy refugee students in the high school mainstream, and preservice teachers from non-English speaking backgrounds.  She recently co-edited a book called Linguistically and culturally diverse classrooms: New dilemmas for teachers for Multilingual Matters.  She has been awarded several significant research grants, and is currently Chief Investigator on an Australia Research Council Linkage Grant entitled “Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learning” with Dr Joel Windle. The research partner is the Victorian Education Department (DEECD). Dr Miller is also a much sought after doctoral supervisor in the TESOL area and has supervised a number of PhDs and Masters theses to completion.

She has a strong sense of investment in research on schools, pedagogy, literacy and teachers’ work and is interested in the complementarity of research methods and theoretical frameworks, as well as interdisciplinary approaches.

Research & Supervision Interests

• Sociocultural framing of language learning and teaching
• Identity and discourse, and the politics of difference
• Second language pedagogy
• Teachers' work
• Pedagogy for low-literacy ESL learners
Jenny Miller's current major project is an ARC Linkage grant (PROJECT ID: LP100100428), entitled Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learning

 

Keywords

culture, language and diversity professional learning, second language pedagogy,, second, language, pedagogy, teacher,identity, diversity

Qualifications

PHD IN EDUCATION (MIGRANTS IN HIGH SCHOOLS)

Institution: University of Queensland

Year awarded: 1999

MASTER OF ARTS

Institution: University of Queensland

Year awarded: 1996

BACHELOR OF EDUCATIONAL STUDIES

Institution: University of Queensland

Year awarded: 1980

DIPLOMA OF EDUCATION

Institution: University of Queensland

Year awarded: 1975

BACHELOR OF ARTS (HONS) - 1ST CLASS

Institution: University of Queensland

Year awarded: 1974

Publications

Books

Miller, J.M., Kostogriz, A., Gearon, M.M. (eds), 2009, Culturally and Linguistically Diverse Classrooms. New Dilemmas for Teachers, Multilingual Matters, UK.

Miller, J.M., 2003, Audible difference : ESL and social identity in schools, Multilingual Matters, UK.

Book Chapters

Miller, J.M., 2013, Social Evaluation of Second Language Speech, in The Encyclopedia of Applied Linguistics, eds Carol A. Chapelle, Wiley-Blackwell, Chichester West Sussex United Kingdom, pp. 5238-5243.

Miller, J.M., 2012, Content-based pedagogy in culturally and linguistically diverse classrooms, in Issues of Heterogeneity and Cultural Diversity in Science Education and Science Education Research, eds Sylvija Markic, Ingo Eilks, David di Fuccia, Bernd Ralle, Shaker Verlag, Aachen Germany, pp. 23-32.

Miller, J.M., 2010, Chinese pre-service teachers in Australia: Language, identity, and practice, in International Education and the Chinese Learner, eds Janette Ryan and Gordon Slethaug, Hong Kong University Press, Hong Kong, pp. 129-148.

Miller, J.M., 2009, Teacher identity, in The Cambrige Guide to Second Language Teacher Education, eds Anne Burns and Jack C. Richards, Cambridge University Press, USA, pp. 172-181.

Miller, J.M., 2009, Teaching with an accent: Linguistically diverse preservice teachers in Australian classrooms, in Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers, eds Jennifer Miller, Alex Kostogriz and Margaret Gearon, Multilingual Matters, UK, pp. 36-55.

Gearon, M.M., Miller, J.M., Kostogriz, A., 2009, The Challenges of Diversity in Language Education, in Culturally and Linguistically Diverse Classrooms. New Dilemmas for Teachers, eds Jennifer Miller, Alex Kostogriz and Margaret Gearon, Multilingual Matters, UK, pp. 3-17.

Miller, J.M., 2008, Reconciling the Roles: Reflections of an Academic Practitioner in TESOL (Australia), in Language Teacher Research in Australia and New Zealand, eds Anne Burns and Jill Burton, TESOL, USA, pp. 149-163.

Miller, J.M., 2007, Identity Construction in Teacher Education, in Language Learning and Teaching as Social Inter-Action, eds Zhu Hua, Paul Seedhouse, Li Wei, Vivian Cook, Palgrave MacMillan, United Kingdom, pp. 148-162.

Miller, J.M., 2004, Identity and language use: The politics of speaking ESL in schools, in Negotiation of identity in multilingual contexts, eds Aneta Pavlenko and Arian Blackledge, Multilingual Matters, Clevedon UK, pp. 290-315.

Miller, J.M., 2004, Social languages and schooling: the uptake of sociocultural perspectives in school, in Language, Learning and Teacher Education. A Sociocultural Approach, eds Margaret R Hawkins, Multilingual Matters Ltd, Clevedon UK, pp. 113-146.

Journal Articles

Miller, J.M., Keary, A., Windle, J.A., 2013, Assessing the reading and writing of EAL/D students: Issues and implications, T E S O L in Context: Journal of A C T A [P], vol S3, issue Special Edition, Australian Council of TESOL Associations (ACTA), Liechhardt New South Wales Australia, pp. 1-15.

Windle, J.A., Miller, J.M., 2012, Approaches to teaching low literacy refugee-background students, Australian Journal of Language and Literacy [P], vol 35, issue 3, Australian Literacy Educators' Association, Norwood South Australia Australia, pp. 317-333.

Miller, J.M., 2012, The learning problem, Principal Matters [P], vol 93, Australian Secondary Principals Associations (Victorian Association of State Secondary Principals), North Melbourne Australia, pp. 10-12.

Miller, J., 2011, Teachers' work in culturally and linguistically diverse schools, Teachers and teaching: theory and practice [P], vol 17, issue 4, Routledge, UK, pp. 451-466.

Premier, J., Miller, J.M., 2010, Preparing pre-service teachers for multicultural classrooms, Australian Journal of Teacher Education [E], vol 35, issue 2, Social Science Press, Australia, pp. 35-48.

Miller, J., Windle, J., 2010, Second language literacy: Putting high needs ESL learners in the frame, English in Australia [P], vol 45, issue 3, Australian Association for the Teaching of English Inc., Norwood SA Australia, pp. 31-40.

Miller, J.M., 2009, Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy, International Journal of Science Education [P], vol 31, issue 4, Routledge, United Kingdom, pp. 571-592.

Miller, J.M., 2007, Diving into everyday texts: from comprehension to production, Practically Primary. Speaking and Listening, vol 12, issue 2, Australian Literacy Educators' Association, Australia, pp. 26-31.

Miller, J.M., 2007, Inscribing identity: insights for teaching from ESL students' journals, TESL Canada Journal. Teaching English as a Second Language, vol 25, issue 1, TESL Canada Federation, Canada, pp. 23-40.

Tan, K.E., Miller, J.M., 2007, Writing in English in Malaysian high schools: The discourse of examinations, Language and Education, vol 21, issue 2, Multilingual Matters Ltd., http://www.multilingual-matters.net/le/021/le0210124.htm, pp. 124-140.

Brown, J.R., Miller, J.M., 2006, Dilemmas of identity in teacher education: reflections on one pre-service ESL teacher cohort, T E S O L in Context: Journal of A C T A, vol 1, Australian Council of T E S O L Associations (A C T A), Sunnybank QLD Australia, pp. 118-128.

Brown, J.R., Miller, J.M., Mitchell, J.M., 2006, Interrupted schooling and the acquisition of literacy: experiences of Sudanese refugees in Victorian secondary schools, Australian Journal of Language and Literacy, vol 29, issue 2, Australian Literacy Educators' Association Ltd, Norwood SA Australia, pp. 150-162.

Miller, J.M., Mitchell, J.M., Brown, J.R., 2005, African refugees with interrupted schooling in the high school mainstream: dilemmas for teachers, Prospect: An Australian Journal of TESOL, vol 20, issue 2, National Centre for English Language Teaching and Research, Australia, pp. 19-33.

Miller, J.M., 2004, Class size does matter, The Practising Administrator, vol 26, issue 4, Australian Council for Educational Leaders, NSW, Australia, pp. 8-31.

Miller, J.M., 2004, Critical applied linguistics: a critical introduction, International Journal of Bilingual Education and Bilingualism, vol 7, issue 2 & 3, Multilingual Matters Ltd., UK, pp. 252-253.

Miller, J.M., 2004, Everyday texts as primary resources, ESL Educators Journal, vol 20, issue 2, ESL Educators Inc., SA Australia, pp. 7-9.

Miller, J.M., 2004, Review of Critical Applied Linguistics: A Critical Introduction, by Alistair Pennycook, International Journal of Education and Bilingualism. Special Issue: (Re)writing Bilingualism and the Bilingual Educator's Knowledge Base, vol 7, issue 2&3, Multilingual Matters Ltd, United Kingdom, pp. 252-253.

Miller, J.M., 2004, Review of Stories: Narrative activities in the language classroom, TESOL in context. Teaching English to Speakers of Other Languages, vol 14, issue 1&2, ACTA, Melbourne Vic 3000, pp. 27-30.

Miller, J.M., 2004, Review of Teaching and Learning in a multilingual school: Choices, Risks and Dilemmas, by Tara Goldstein., International Journal of Bilingual Education and Bilingualism. Special Issue on Bilingual Education in South America, Multilingual Matters Ltd, United Kingdom, pp. 480-481.

Miller, J.M., 2004, Stories: narrative activities in the language classroom, TESOL in Context, vol 14, issue 1 & 2, Australian Council of TESOL Associations, Australia, pp. 27-28.

Miller, J.M., 2004, Teaching and learning in a multilingual school: choices, risks and dilemmas, International Journal of Bilingual Education and Bilingualism, vol 7, issue 5, Multilingual Matters Ltd., UK, pp. 480-481.

Miller, J.M., 2004, Teaching tips. Everyday texts as primary resources, ESLE Journal, English as Second Language Educators, South Australia, pp. 7-10.

Miller, J.M., 2004, The return of the narrative, TESOL in Context, vol 14, issue 1 & 2, Victorian Association of TESOL and Multicultural Education (VATME), Brunswick Vic Australia, pp. 21-26.

Miller, J.M., 2004, Understanding Expertise in Teaching: Case Studies of ESL Teachers (book review), TESOL in Context, vol 14, issue 1 & 2, Australian Council of TESOL Associations (ACTA), Australia, p. 28.

Miller, J.M., 2000, Language use, identity and social interaction: migrant students in Australia, Research on Language and Social Interaction, vol 33, issue 1, Lawrence Erlbaum Associates, USA, pp. 69-100.

Other

Miller, J.M., Windle, J.A., 2009, Final Report to The Felton Bequest Committee, Final report on Developing Literacy Pedagogy for Refugee Youth with Disrupted Schooling project funded by The Felton Bequest, The Felton Bequest, Melbourne Vic Australia.

Miller, J.M., Windle, J.A., 2008, Report provided to the Dept of Education and Early Childhood Dev't - 'ESL Transitions Initiatives', Monash University, Clayton, pp. 1-81.

Miller, J.M., 2004, Class size really does matter, Courier Mail, Courier Mail, Qld Australia.

Miller, J.M., 2004, Far from a class act, The Age, The Age, Melbourne Vic Australia.

Grants

Title:

Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learning.

Investigators:

Miller, J, Windle, J

Funding:

(2010 - 2013). Australian Research Council (ARC). $131,054.00

(2010 - 2013). Australian Research Council (ARC). $47,096.00

(2010 - 2013). Department of Education and Early Childhood Development. $150,000.00

(2010 - 2013). Monash University. $2,495.00

Title:

Developing literacy pedagogy for refugee youth with disrupted schooling.

Investigators:

Miller, J, Windle, J, Snyder, I, Bao, D, Rennie, J

Funding:

(2008 - 2012). The Felton Bequest. $33,462.00

Title:

National Accelerated Literacy Programme.

Investigators:

Doecke, B, Rennie, J, Auld, G, Kostogriz, A, Tonyan, H, Forgasz, H, Miller, J, Smith, B, McGilp, R, Illesca, B

Funding:

(2007 - 2011). Department of Education, Science & Training. $100,343.60

Title:

Review of Transition Initiatives.

Investigators:

Miller, J, Windle, J, Rennie, J

Funding:

(2008 - 2012). Department of Education and Early Childhood Development. $40,000.00

Title:

Subject specific dictionaries for refugee students in mainstream classes.

Investigators:

Brown, J, Miller, J

Funding:

(2005 - 2009). CASS Foundation Limited. $4,800.00

Postgraduate Research Supervisions

Current Supervision

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

EFS support for African students in legal studies and community leadership course.

Supervisors:

Miller, J (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Exploring the implementation of Content and Language Integrated Learning (CLIL).

Supervisors:

Miller, J (Joint-co), Turner, M (Joint).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Learning to teach English in the practicum in Australia and Vietnam: a sociocultural perspective.

Supervisors:

Miller, J (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Methodology shift in TESOL teaching : A narrative study of Western teacher in the Middle East.

Supervisors:

Miller, J (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Supporting teachers to cater for ESL students in the mainstream.

Supervisors:

Miller, J (Main).

Program of Study:

(DOCTORATE BY RESEARCH).

Thesis Title:

Teaching literature in Vietnamese tertiary English classrooms: A study of teacher and student perspectives and practice..

Supervisors:

Miller, J (Main).

Completed Supervision

Student:

Buchan, M.

Program of Study:

Narratives of Adult Second Language Learning and Identity in Germany. (Masters) 2010.

Supervisors:

Miller, J (Main).

Student:

Fotovatian, S.

Program of Study:

Negotiating institutional identity: 'international' doctoral students in an Australian university. (PHD) 2011.

Supervisors:

Miller, J (Main).

Student:

Nguyen, T.

Program of Study:

From university to workplace: a contrastive analysis of business writing in Vietnam. (PHD) 2011.

Supervisors:

Miller, J (Main).

Student:

Nur, S.

Program of Study:

Language Learning and Motivation in Indonesia. (Masters) 2009.

Supervisors:

Miller, J (Main).

Student:

Sharma, B.

Program of Study:

Perspectives on primary school literacy in Australia: ESL parents and years 3 - 6 teachers. (PHD) 2011.

Supervisors:

Jensen, M (Main), Miller, J (Associate).

Student:

Tan, K.

Program of Study:

WRITING IN ENGLISH: AN INVESTIGATION OF SCHOOL AND PERSONAL WRITING BY MALAYSIAN HIGH SCHOOL STUDENTS. (PHD) 2005.

Supervisors:

Miller, J (Main), Farrell, L (Associate).

Student:

Wu, C.

Program of Study:

Learning argumentative writing in Australian schools: Chinese international students in Year 12. (PHD) 2010.

Supervisors:

Miller, J (Main), Jensen, M (Associate).