Prof. Fiona Farr
Biography
Fiona Farr is Professor of Applied Linguistics and TESOL in the School of Modern Languages and Applied Linguistics at the University of Limerick, Ireland, where she is Director of the Centre for Applied Language Studies. From 2013 to 2018, she was Dean of Teaching and Learning at UL, and, from 2008 to 2011, she was Assistant Dean, Academic Affairs in the Faculty of Arts, Humanities and Social Sciences. She is also Adjunct Professor at INN, Hamar, Norway. 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) , Practice in TESOL (2015, Edinburgh University Press), Social Interaction in Language Teacher Education (2019, Edinburgh University Press, with Farrell and Riordan), and The Reflective Cycle of the Teaching Practicum (2023, Equinox, with Farrell). 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, 2nd edition under commission). 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 technologyPeer Reviewed Journals
'We've lost you Ian': multi-modal corpus innovations in capturing, processing and analysing professional online spoken interactions.
O'Keeffe, A., Knight, D., Mark, G., Fitzgerald, C., McNamara, J., Adolphs, S., Clark, L., Cowan, B., Fahy, T., Farr, F., & Peraldi, S (2024) 'We've lost you Ian': multi-modal corpus innovations in capturing, processing and analysing professional online spoken interactions.. Research in Corpus Linguistics :1-23
Experiences of Face-to-Face and Online TP and Supervisory Feedback Processes
Farr, F. and Riordan, E. (2024) Experiences of Face-to-Face and Online TP and Supervisory Feedback Processes. Tesol Journal
Corpora in English Language Teacher Education: research, integration and resources.
Farr, F. and Lenko-Szymanska, A. (2023) Corpora in English Language Teacher Education: research, integration and resources.. Tesol Quarterly
Corpus linguistics in second language teacher education.
Farr, F. and Lenko-Szymanska, A. (2023) Corpus linguistics in second language teacher education.. Second Language Teacher Education :117-132
Re-evaluating the use of corpus-based instruction in a language teacher education context: perspectives from the users
Farr, F. and Riordan, E. (2023) Re-evaluating the use of corpus-based instruction in a language teacher education context: perspectives from the users. Second Language Teacher Education :133-160
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Books
The Reflective Cycle of the Teaching Practicum.
Farr, F., and Farrell, A. (2023) The Reflective Cycle of the Teaching Practicum. . London : Equinox.
Social Interaction in Language Teacher Education
Farr, F., Farrell, A and Riordan E. (2019) Social Interaction in Language Teacher Education . Edinburgh : EUP
Practice in TESOL
Farr, F. (2015) Practice in TESOL. Edinburgh : EUP
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
Book Chapters
Multi-modal Considerations for Social Media Discourse Analysis
Fitzgerald, C., Mark, G., O'Keeffe, A., Knight, D., McNamara, J., Adolphs, S., Cowan, B., Palma, T. F., Farr, F., & Peraldi, S. (2024) Multi-modal Considerations for Social Media Discourse Analysis . London : Bloomsbury Linguistics across Disciplinary Borders: The March of Data :187-212
Reflective practices: Mixed-methods research
Farr, F. (2023) Reflective practices: Mixed-methods research. London : Wiley Blackwell The Encylopedia of Applied Linguistics
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
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
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
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
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 LifePreservice Teacher Education :13-28
Introduction
Farr, F. and Murray, L. (2016) Introduction. London and New York : Routledge Routledge Handbook of Language Learning and Technology
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
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
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
'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
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
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
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
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
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
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
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
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
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
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
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
Edited Books
Routledge Handbook of Language Learning and Technology
(2016) Routledge Handbook of Language Learning and Technology. London and New York : Routledge
Language, Learning, and Teaching: Irish Research Perspectives
(2012) Language, Learning, and Teaching: Irish Research Perspectives. Berlin : Peter Lang
Corpora, Varieties and the Language Classroom
(2004) Corpora, Varieties and the Language Classroom. Dublin : IRAAL
Other Journals
Classroom Interrogations - how productive
Farr, F (2002) Classroom Interrogations - how productive. The Teacher Trainer :19-23
The Word is Mightier than the Sword
Farr, F (2001) The Word is Mightier than the Sword. FELT Ireland Newsletter :2-6
Conference Publications
2nd International Conference on Higher Education Advances, HEAd'16
Farr, F. and Murray, L. (2016) 2nd International Conference on Higher Education Advances, HEAd'16.
Conference Contributions
CL2021
Farr, F. (2021) CL2021.
AAAL
Farr, F. (2021) AAAL.
IRAAL
Farr, F. (2019) IRAAL.
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.
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.
Acedle Annual Conference
Farr, F. (2015) Acedle Annual Conference.
EdTech 2015
Farr, F. and E. Riordan (2015) EdTech 2015.
EdTech 2015
Farr, F. and L. Murray (2015) EdTech 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.
Legal Pedagogy in Transition
Farr, F. (2015) Legal Pedagogy in Transition.
ELSTA (English Language Support Teachers' Association) Annual Conference
Farr, F. (2015) ELSTA (English Language Support Teachers' Association) Annual Conference.
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 .
New Perspectives on Irish English
Farr, F. and A. O'Keeffe (2013) New Perspectives on Irish English.
MATSDA
Chambers, A. and Farr, F. (2012) MATSDA.
Observation and Feedback
Farr, F. (2012) Observation and Feedback.
Observation and Feedback
Farr, F. (2012) Observation and Feedback.
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.
Supporting you supporting your ESL students
Baumgart, J. and Farr, F. (2010) Supporting you supporting your ESL students.
New Perspectives on Irish English
Murphy, B. and Farr, F. (2010) New Perspectives on Irish English.
Language Planning and Language Learning
Baumgart, J. and Farr, F. (2009) Language Planning and Language Learning.
IRAAL Language Policy and Language Learning Conference
Baumgart, J. and Farr, F. (2009) IRAAL Language Policy and Language Learning Conference.
Published Reports
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
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
Editorials
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
Book Reviews
Other Publications
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
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