Approach & experience

My pedagogical approach is deeply situated at the intersection of language education and applied linguistics, with Assessment for Learning (AfL) serving as the heartbeat of my practice. I operate under the conviction that learning is a social, co-constructed process; therefore, my sessions transcend the traditional lecture format in favor of hands-on workshops and research-led discussions. I view my students not as passive recipients, but as active contributors to the academic discourse.

To facilitate this, I employ implicit teaching methods that encourage students to discover nuanced patterns in educational theory through guided inquiry. Central to this mission is the transparency of assessment. By utilizing co-constructed rubrics and rigorous peer-assessment frameworks, I demystify the evaluative process, transforming it into a collaborative dialogue. This approach empowers students to develop the metacognitive scaffolding necessary to navigate complex academic landscapes, ensuring that assessment is not merely a final judgment, but a continuous vehicle for growth and scholarly identity.

My academic journey reflects a global commitment to understanding the mechanics of learning across diverse cultural and linguistic contexts. My foundational work took place in the United Kingdom, where I specialized in English for Academic Purposes (EAP), supporting international undergraduates and postgraduates in mastering the rigors of scholarly communication. During this time, I also engaged in vital primary school partnership teaching while completing my doctoral studies at the University of Sheffield. My PhD research, which focused on the nuances of formative assessment and young language learners, remains a cornerstone of my evidence-based approach to teaching.

Currently, I serve as an Assistant Professor in the School of Education at the City University of Macau. In this role, I bridge theory and practice by leading advanced modules in research methods, assessment, and specialized language education at both the MA and PhD levels. Beyond the classroom, I am deeply invested in the mentorship of the next generation of educational scholars, supervising doctoral candidates as they navigate the complexities of original research. My transition from the UK to Macau has enriched my perspective, allowing me to cultivate a classroom environment that is both inclusive and intellectually demanding, honoring the diverse academic backgrounds of my students.