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Dr Jim Donohue has taught and researched English language for academic and workplace purposes for 20 years in the United Kingdom, Netherlands, Pakistan and Bangladesh. Since joining Thinking Writing at Queen Mary, in 2014, he has worked with the Schools of Engineering and Materials Science and of Electronic Engineering and Computer Science towards a Whole Programme Approach to Writing Development in each school. Prior to joining Queen Mary, Jim worked at The Open University as Head of OpenELT, the OU’s English Language Teaching Unit.
Jim is particularly interested in the relationship between language, teaching and learning and in how our use of language develops as we encounter new situations in life. He has been particularly influenced by systemic functional linguistics-based approaches to educational research and practice, Bernstein’s and Maton’s investigations into the sociology of knowledge, and Freire’s work in community and adult education.
Kukulska-Hulme, A; Norris, L and Donohue, J. (2015). Mobile pedagogy for English language teaching: a guide for teachers. British Council, London.
Coffin, C and Donohue, J. (2014). A language as social semiotic-based approach to teaching and learning in higher education (Language Learning Monograph Series). Chichester, West Sussex; Malden, MA: Wiley‐Blackwell. Also available in Language Learning 64, 2014, (Supplement 1).
Coffin, C., Donohue, J., and North, S. (2009). Exploring Grammar: From Formal to Functional. Routledge.
Refereed journal articles
Donohue, J. and Coffin, C. (2012). Health and social care professionals entering academia: Using functional linguistics to enhance the learning process. Journal of Applied Linguistics and Professional Practice, 9(1) pp. 37–60.
Donohue, J. (2012). Using systemic functional linguistics in academic writing development: an example from film studies. In special edition of Journal of English for Academic Purposes (2012), co-edited by Coffin, C and Donohue, J.
Coffin, C and Donohue, J. P. (2012). Academic literacies and systemic functional linguistics: how do they relate? Journal of English for Academic Purposes, 11(1), pp. 64–75.
Coffin, C and Donohue, J. P. (2012). Guest Editorial: Coffin, C. and Donohue, J.P. English for Academic Purposes: contributions from Systemic Functional Linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1), pp. 1–3.
Donohue, J. P. and Erling, E. J. (2012). Investigating the relationship between the use of English for academic purposes and academic attainment. Journal of English for Academic Purposes, 11(3) pp. 210–219.
Donohue, J. (2009). Using the PhD thesis introduction as a heuristic device for supporting the writing of a thesis. Writing & Pedagogy, 1(2), pp. 195–226.
Donohue, J. (2006). How to support a one-handed economist: the function of modalisation in the writing of economic forecasts. In English for Specific Purposes, 25, 2006, pps. 200-216
Refereed conference proceedings
Donohue, J. (2000). Watch me, I'm writing an essay: The value of attention in undergraduate essay writing. In Proceedings of the First Teaching & Learning Conference, University of Luton, July 2000.
Donohue, J. (2000). Review of Ferris, D. & Hedgcock, J., 1998, Teaching ESL Composition – purpose, process and practice in Language Teaching Research, vol 4, 2, 2000 pps. 175-178.
Donohue, J. (2000). The ‘Genre Debate’: A Critical Review of Some Recent Literature. University of Luton, Language Research Centre, Research Report, Winter.
Donohue, J. and Ingle, J. (2016) Pedagogy, practices and language as a social semiotic – a Thinking Writing/LASS approach to integration. Keynote presentation at the Association of Academic Language and Learning Symposium, Theoretical frameworks informing in-discipline language development: transforming perceptions and practice, Wollongong University, Australia. 15 July, 2016
Donohue, J. and Ingle, J. (2016). Pedagogy, practices and language as a social semiotic – a Thinking Writing/LASS approach to integration. Keynote presentation at Sydney University Forum, Embedding Communication as a Graduate Quality at Sydney University, Australia, 18 July, 2016.
Donohue, J (2015). From commonsense to uncommonsense knowledge: Implementing a language as social semiotic approach to teaching and learning in higher education. Keynote presentation at the European Association for the Teaching of Academic Writing conference Academic Writing in Multiple Scholarly, Socio-Cultural, Instructional and Disciplinary Contexts: Challenges and Perspectives at Tallinn University, Estonia. 15-17 June 2016. Based on work carried out with Coffin, C. (The Open University).
Donohue, J., (2001). ‘Some D/discourses of literacy teaching’. Keynote presentation at Writing Development in Higher Education Conference, Changing Contexts for Teaching and Learning, at Leicester University. April, 2001