Biography

Fiona Farr is Associate Professor of Applied Linguistics and TESOL in the School of Modern Languages and Applied Linguistics at the University of Limerick, Ireland. She is also Director of the Centre for Applied Language Studies) and Research Director in MLAL. Her key areas of expertise are teacher education, reflective practice, continuous professional development, applied corpus linguistics, and technology-enhanced language learning. She has published widely in high impact journals in her field and is author of Teaching Practice Feedback: an investigation of spoken and written modes (2011, Routledge) and Practice in TESOL (2015, Edinburgh University Press). Her recent book Social Interaction in Language Teacher Education (with Angela Farrell and Elaine Riordan) was published in 2019, and in 2022 her new co-authored book (with Angela Farrell) The Reflective Cycle of the Teaching Practicum will be published. She is co-editor (with Bróna Murphy) of the EUP Textbooks in TESOL Series, and is Associate Editor of the Journal Second Language Teacher Education. She is also co-editor (with Liam Murray) of the Routledge Handbook of Language Learning and Technology (2016). She has been Visiting Research Scholar at Lancaster University where she was part of a large ESRC-funded research project ‘Corpus Approaches to Social Science'. She has also led and taken part in a number of national in international projects including Digilanguages (2016-2017) and Shout4HE (2018-2021). She is currently a partner on the Digital Humanities project 'Interactional Variation Online' (https://ivohub.com/).

Research Interests

Spoken language corpora and their application; intervarietal comparative discourse analysis; Southern-Irish English; language teacher education/development, specifically teaching practice and feedback; language learning and technology

Peer Reviewed Journals

2022

Moving beyond the formal: Developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team

Beauchamp, G., Chapman, S., Risquez, A., Becaas, S., Ellis, C., Empsen, M., Farr, F., Hoskins, L., Hustinx, W., Murray, L., Palmaers, S., Spain, S., Timus, N., White, M., Whyte, S. and Young, N. (2022) Moving beyond the formal: Developing significant networks and conversations in higher education: reflections from an interdisciplinary European project team. Taylor & Francis Online Teaching In Higher Education

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2022

Role Models and Motivators in English Language Learning in the Japanese High School Context

McCarthy, A. and Farr, F. (2022) Role Models and Motivators in English Language Learning in the Japanese High School Context. TESL-EJ Teaching English as a Second of Foreign Language

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2021

Review of Hickey, Raymond and Carolina P. Amador-Moreno eds. 2020. Irish Identities: Sociolinguistic Perspectives. Belin: Mouton de Gruyter.

Farr, F. (2021) Review of Hickey, Raymond and Carolina P. Amador-Moreno eds. 2020. Irish Identities: Sociolinguistic Perspectives. Belin: Mouton de Gruyter.. Research in Corpus Linguistics :191-200

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2017

PENSER: A Data-Informed Reflective Practice Framework for Novice Teachers

Farr, F. and Farrell, A (2017) PENSER: A Data-Informed Reflective Practice Framework for Novice Teachers. The European Journal of Applied Linguistics and TEFL :85-103

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2015

Research in progress, Centre for Applied Language Studies, University of Limerick

Chambers, A., Atkinson, D. and Farr, F. (2015) Research in progress, Centre for Applied Language Studies, University of Limerick. Language Teaching :288-292

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2015

Tracing the reflective practices of student teachers in online modes

Farr, F. and Riordan, E. (2015) Tracing the reflective practices of student teachers in online modes. Cambridge ReCALL journal :104-123

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2012

Research in Progress: Centre for Applied Language Studies, University of Limerick

Chambers, A., Atkinson, D. and Farr, F. (2012) Research in Progress: Centre for Applied Language Studies, University of Limerick. Language Teaching :135-139

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2012

Students' engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora

Farr, F. and Riordan, E. (2012) Students' engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora. Classroom Discourse :129-146

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2011

Language teachers with corpora in mind: From starting steps to walking tall

Chambers A., Farr F., O'Riordan S. (2011) Language teachers with corpora in mind: From starting steps to walking tall. Language Learning Journal :85-104

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2010

How can corpora be used in teacher education?

Farr F. (2010) How can corpora be used in teacher education?. The Routledge Handbook Of Corpus Linguistics :620-632

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2009

Religious references in contemporary Irish English: 'For the love of God almighty .... I'm a holy terror for turf'

Farr, F; Murphy, B (2009) Religious references in contemporary Irish English: 'For the love of God almighty .... I'm a holy terror for turf'. Intercultural Pragmatics :535-559

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2008

Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context: Perspectives from the Users

Farr, F (2008) Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context: Perspectives from the Users. Language Awareness :25-43

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2006

Reflecting on Reflections: the Spoken Word as a Professional Development Tool in Language Teacher Education

Farr, F,Hughes, R (2006) Reflecting on Reflections: the Spoken Word as a Professional Development Tool in Language Teacher Education. Spoken English, Tesol And Applied Linguistics: Challenges For Theory And Practice :182-215

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2003

Using language corpora in initial teacher education: Pedagogic issues and practical applications

O'Keeffe, A; Farr, F (2003) Using language corpora in initial teacher education: Pedagogic issues and practical applications. Tesol Quarterly :389-418

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2003

Engaged listenership in spoken academic discourse: The case of student-tutor meetings

Farr F. (2003) Engaged listenership in spoken academic discourse: The case of student-tutor meetings. Journal Of English For Academic Purposes :67-85

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Books

2023

The Reflective Cycle of the Teaching Practicum.

Farr, F., and Farrell, A. (2023) The Reflective Cycle of the Teaching Practicum. . London : Equinox.

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2019

Social Interaction in Language Teacher Education

Farr, F., Farrell, A and Riordan E. (2019) Social Interaction in Language Teacher Education . Edinburgh : EUP

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2015

Practice in TESOL

Farr, F. (2015) Practice in TESOL. Edinburgh : EUP

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2011

The Discourse of Teaching Practice Feedback: an investigation of spoken and written modes

Farr, F. (2011) The Discourse of Teaching Practice Feedback: an investigation of spoken and written modes. New York and London : Routledge

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Book Chapters

2023

Reflective practices: Mixed-methods research

Farr, F. (2023) Reflective practices: Mixed-methods research. London : Wiley Blackwell The Encylopedia of Applied Linguistics

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2022

More than words: phraseology and significance in the reflective practice discourses of ELTE

Farr, F. (2022) More than words: phraseology and significance in the reflective practice discourses of ELTE . London : Multilingual Matters Enabling Teacher Reflection: Policies, Practices, and Impacts :238-252

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2022

How can corpora be used in teacher education?

Farr, F. (2022) How can corpora be used in teacher education?. London : Routledge The Routledge Handbook of Corpus Linguistics (2nd ed.) :456-468

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2022

Corpus linguistics and Data Driven Learning (DDL): pedagogy, participants, perspectives

Farr, F. and Karlsen, P. (2022) Corpus linguistics and Data Driven Learning (DDL): pedagogy, participants, perspectives. London : Routledge The Routledge Handbook of Corpora and Language Teaching and Learning :329-343

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2019

Using corpus approaches in English language teacher education

Farr, F. and O'Keeffe, A. (2019) Using corpus approaches in English language teacher education. London : Routledge The Routledge Handbook of English Language Teacher Education :268-282

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2017

Prospective and practising teachers look backwards at the theory-practice divide through blogs and E-portfolios

Farr, F. and Riordan, E. (2017) Prospective and practising teachers look backwards at the theory-practice divide through blogs and E-portfolios. MD, USA : TESOL TESOL Voices: Insider Accounts of Classroom Life—Preservice Teacher Education :13-28

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2016

Introduction

Farr, F. and Murray, L. (2016) Introduction. London and New York : Routledge Routledge Handbook of Language Learning and Technology

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2015

Facilitating identity construction through narratives: A corpus-based discourse analysis of student teacher discourse

Riordan, E. and Farr, F. (2015) Facilitating identity construction through narratives: A corpus-based discourse analysis of student teacher discourse . London : Routledge Advances and Current Trends in Language Teacher Identity Research :161-174

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2015

Turn initiators in professional encounters: Teacher education discourse in an Irish university setting

Farr, F. and Riordan, E. (2015) Turn initiators in professional encounters: Teacher education discourse in an Irish university setting. Amsterdam : John Benjamins Pragmatic Markers in Irish English :177-203

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2012

Using language corpora in initial teacher education: pedagogic issues and practical applications

O'Keeffe, A. and F. Farr (2012) Using language corpora in initial teacher education: pedagogic issues and practical applications. Los Angeles : Sage Corpus Linguistics (Vol. 4) :335-365

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2012

'I'm fine girl, and how are you?': the use of vocatives in spoken Irish-English

Murphy, B. and Farr, F. (2012) 'I'm fine girl, and how are you?': the use of vocatives in spoken Irish-English. London : John Benjamins New Perspectives on Irish English :203-224

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2011

Polish teenagers' integration into Irish secondary schools: language, culture, and support systems

Baumgart, J. and Farr, F. (2011) Polish teenagers' integration into Irish secondary schools: language, culture, and support systems. Berlin : Peter Lang Polish-Irish Encounters in the Old and New Europe (Reimagining Ireland). :179-196

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2010

Corpora for materials' development in language teacher education: underlying principles and useful data

Farr, F., Chambers, A. and O'Riordan, S. (2010) Corpora for materials' development in language teacher education: underlying principles and useful data. Berlin : Peter Lang Perspectives on Language Learning Materials Development :33-62

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2010

How can corpora be used in teacher education?

Farr, F. (2010) How can corpora be used in teacher education?. New York and London : Routledge Routledge Handbook of Corpus Linguistics :620-632

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2007

Engaged listenership in spoken academic discourse: the case of student-tutor meetings

Farr, F (2007) Engaged listenership in spoken academic discourse: the case of student-tutor meetings. London : Routledge Corpus Linguistics: Critical Concepts in Linguistics. :67-85

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2007

Spoken language as an aid to reflective practice in language teacher education: using a specialised corpus to establish a generic fingerprint

Farr, F. (2007) Spoken language as an aid to reflective practice in language teacher education: using a specialised corpus to establish a generic fingerprint . Berlin : Peter Lang Spoken Corpora in Applied Linguistics :235-258

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2006

Modality in context: spoken language, variety and the classroom

Farr, F (2006) Modality in context: spoken language, variety and the classroom. Dublin : IRAAL Language Education in Ireland: Current Practice and Future Needs. :165-184

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2005

Reflecting on reflections: the spoken word as a professional development tool in language teacher education.

Farr, F (2005) Reflecting on reflections: the spoken word as a professional development tool in language teacher education.. Spoken English, Applied Linguistics and TESOL: Challenges for Theory and Practice :182-215

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2005

Relational strategies in the discourse of professional performance review in an Irish academic environment: the case of language teacher education.

Farr, F (2005) Relational strategies in the discourse of professional performance review in an Irish academic environment: the case of language teacher education.. Variational Pragmatics: The Case of English in Ireland. :203-234

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2004

Plateaux in Pronunciation: the case of French learners of English as a foreign language

Farr, F (2004) Plateaux in Pronunciation: the case of French learners of English as a foreign language. Teanga 20 :53-68

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2004

The Limerick Corpus of Irish English: design, description and application.

Farr, F; Murphy,B; O'Keeffe, A (2004) The Limerick Corpus of Irish English: design, description and application.. Teanga 21 :5-29

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2002

Would as a hedging device in an Irish context: an intra-varietal comparison of institutionalised spoken interaction

Farr, F; O'Keeffe, A (2002) Would as a hedging device in an Irish context: an intra-varietal comparison of institutionalised spoken interaction. Using Corpora to Explore Linguistic Variation :25-48

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Edited Books

2016

Routledge Handbook of Language Learning and Technology

(2016) Routledge Handbook of Language Learning and Technology. London and New York : Routledge

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2012

Language, Learning, and Teaching: Irish Research Perspectives

(2012) Language, Learning, and Teaching: Irish Research Perspectives. Berlin : Peter Lang

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2004

Corpora, Varieties and the Language Classroom

(2004) Corpora, Varieties and the Language Classroom. Dublin : IRAAL

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Other Journals

2002

Classroom Interrogations - how productive

Farr, F (2002) Classroom Interrogations - how productive. The Teacher Trainer :19-23

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2001

The Word is Mightier than the Sword

Farr, F (2001) The Word is Mightier than the Sword. FELT Ireland Newsletter :2-6

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Conference Publications

2016

2nd International Conference on Higher Education Advances, HEAd'16

Farr, F. and Murray, L. (2016) 2nd International Conference on Higher Education Advances, HEAd'16.

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Conference Contributions

2021

CL2021

Farr, F. (2021) CL2021.

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2019

IRAAL

Farr, F. (2019) IRAAL.

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2016

Quantitative Language Research: exploring the potential of corpus linguistics in education

Farr, F. (2016) Quantitative Language Research: exploring the potential of corpus linguistics in education.

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2016

Language Learning in the Digital Era: Challenges and Opportunities for Global Universities

Farr, F. (2016) Language Learning in the Digital Era: Challenges and Opportunities for Global Universities.

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2015

Acedle Annual Conference

Farr, F. (2015) Acedle Annual Conference.

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2015

EdTech 2015

Farr, F. and E. Riordan (2015) EdTech 2015.

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2015

EdTech 2015

Farr, F. and L. Murray (2015) EdTech 2015.

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2015

European Conference on the Scholarship of Teaching and Learning (EUROSOLT): Bridging Boundaries through the Scholarship of Teaching & Learning

Denny, E., O'Keeffe, A., Brosnan, G., Farr, F., Fitzgerald, M., Dowling, F (2015) European Conference on the Scholarship of Teaching and Learning (EUROSOLT): Bridging Boundaries through the Scholarship of Teaching & Learning.

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2015

Legal Pedagogy in Transition

Farr, F. (2015) Legal Pedagogy in Transition.

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2015

ELSTA (English Language Support Teachers' Association) Annual Conference

Farr, F. (2015) ELSTA (English Language Support Teachers' Association) Annual Conference.

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2015

National Forum for the Enhancement of Teaching and Learning Leadership Panel

Farr, F. (2015) National Forum for the Enhancement of Teaching and Learning Leadership Panel .

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2013

New Perspectives on Irish English

Farr, F. and A. O'Keeffe (2013) New Perspectives on Irish English.

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2012

MATSDA

Chambers, A. and Farr, F. (2012) MATSDA.

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2012

Observation and Feedback

Farr, F. (2012) Observation and Feedback.

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2012

Observation and Feedback

Farr, F. (2012) Observation and Feedback.

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2011

Reflection in the Round: Discourses and Practices of Reflection in Higher Education

Farr, F. (2011) Reflection in the Round: Discourses and Practices of Reflection in Higher Education.

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2010

Supporting you – supporting your ESL students

Baumgart, J. and Farr, F. (2010) Supporting you – supporting your ESL students.

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2010

New Perspectives on Irish English

Murphy, B. and Farr, F. (2010) New Perspectives on Irish English.

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2009

IRAAL Language Policy and Language Learning Conference

Baumgart, J. and Farr, F. (2009) IRAAL Language Policy and Language Learning Conference.

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2009

Language Planning and Language Learning

Baumgart, J. and Farr, F. (2009) Language Planning and Language Learning.

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Published Reports

2015

‘Research in progress: Centre for Applied Language Studies, University of Limerick, Ireland.'

Chambers, A., Atkinson, D., Farr, F. (2015) ‘Research in progress: Centre for Applied Language Studies, University of Limerick, Ireland.' . Cambridge, UK : Language Teaching

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2012

‘Research in progress: Centre for Applied Language Studies, University of Limerick, Ireland.'

Chambers, A., Atkinson, D. and Farr, F. (2012) ‘Research in progress: Centre for Applied Language Studies, University of Limerick, Ireland.' . Cambridge, UK : Language Teaching

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Editorials

2011

Introduction to Special Issue of the International Journal of Corpus Linguistics

Farr, F; O'Keeffe, A (2011) Introduction to Special Issue of the International Journal of Corpus Linguistics. :299-304

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Book Reviews

This author has not written any publications of this type yet.

Other Publications

2011

Introduction to Special Issue of the International Journal of Corpus Linguistics

Farr, F; O'Keeffe, A (2011) Introduction to Special Issue of the International Journal of Corpus Linguistics. :299-304

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2003

Using language corpora in language teacher education: cultural and linguistic insights.

Farr, F; O'Keeffe, A (2003) Using language corpora in language teacher education: cultural and linguistic insights.. AMERICAN JOURNAL OF TROPICAL MEDICINE AND HYGIENE

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