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 CALS (Centre for Applied Language Studies) research centre, 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 a large-scale national project funded by the National Forum for the Enhancement of Teaching and Learning on 'Enhancing Digital Literacies for Language Learning and Teaching' (2016-2017). She is currently part of the project team for the EU-funded Shout4HE project, led by Cardiff Met University.
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
Publications
Books
The Reflective Cycle of Teaching Practicum.
Farr, F., and Farrell, A.
(2021)
The Reflective Cycle of 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
How can corpora be used in teacher education?
Farr, F.
(2021)
How can corpora be used in teacher education?
In The Routledge Handbook of Corpus Linguistics (2nd ed.);
O'Keeffe, A. and McCarthy, M.J.(Ed.)
London :
Routledge
Corpus linguistics and Data Driven Learning (DDL): pedagogy, participants, perspectives
Farr, F. and Karlsen, P.
(2021)
Corpus linguistics and Data Driven Learning (DDL): pedagogy, participants, perspectives
In The Routledge Handbook of Corpora and Language Teaching and Learning;
Csomay, E. and Jablonkai, R. R.(Ed.)
London :
Routledge
Using corpus approaches in English language teacher education
Farr, F. and O'Keeffe, A.
(2019)
Using corpus approaches in English language teacher education
In Routledge Handbook of English Language Teacher Education;
London :
Routledge
pp. 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
In TESOL Voices: Insider Accounts of Classroom LifePreservice Teacher Education;
MD, USA :
TESOL
pp. 13-28
Introduction
Farr, F. and Murray, L.
(2016)
Introduction
In Routledge Handbook of Language Learning and Technology;
London and New York :
Routledge
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
In Advances and Current Trends in Language Teacher Identity Research;
London :
Routledge
pp. 161-174
[ULIR]
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
In Pragmatic Markers in Irish English;
Amsterdam :
John Benjamins
pp. 177-203
[ULIR]
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
In Corpus Linguistics (Vol. 4);
Los Angeles :
Sage
pp. 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
In New Perspectives on Irish English;
London :
John Benjamins
pp. 203-224
[ULIR]
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
In Polish-Irish Encounters in the Old and New Europe (Reimagining Ireland). ;
Berlin :
Peter Lang
pp. 179-196
[ULIR]
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
In Perspectives on Language Learning Materials Development;
Berlin :
Peter Lang
pp. 33-62
[ULIR]
How can corpora be used in teacher education?
Farr, F.
(2010)
How can corpora be used in teacher education?
In Routledge Handbook of Corpus Linguistics;
New York and London :
Routledge
pp. 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
In Spoken Corpora in Applied Linguistics;
Berlin :
Peter Lang
pp. 235-258
[ULIR]
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
In Corpus Linguistics: Critical Concepts in Linguistics.;
London :
Routledge
pp. 67-85
Modality in context: spoken language, variety and the classroom
Farr, F
(2006)
Modality in context: spoken language, variety and the classroom
In Language Education in Ireland: Current Practice and Future Needs.;
Dublin :
IRAAL
pp. 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.
In Spoken English, Applied Linguistics and TESOL: Challenges for Theory and Practice;
pp. 182-215
[ULIR]
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.
In Variational Pragmatics: The Case of English in Ireland.;
pp. 203-234
[ULIR]
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
In Teanga 20;
pp. 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.
In Teanga 21;
pp. 5-29
[ULIR]
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
In Using Corpora to Explore Linguistic Variation;
pp. 25-48
[ULIR]
Edited Books
Routledge Handbook of Language Learning and Technology
(2016)
Routledge Handbook of Language Learning and Technology
Farr, F. and Murray, L.(Ed.)
London and New York :
Routledge
[ULIR]
Language, Learning, and Teaching: Irish Research Perspectives
(2012)
Language, Learning, and Teaching: Irish Research Perspectives
Farr, F. and Moriarty, M.(Ed.)
Berlin :
Peter Lang
[ULIR]
Corpora, Varieties and the Language Classroom
(2004)
Corpora, Varieties and the Language Classroom
Farr, F. and O'Keeffe, A.(Ed.)
Dublin :
IRAAL
Peer Reviewed Journals
PENSER: A Data-Informed Reflective Practice Framework for Novice Teachers
Farr, F.; Farrell, A
(2017)
PENSER: A Data-Informed Reflective Practice Framework for Novice Teachers
In The European Journal of Applied Linguistics and TEFL;
pp. 85-103
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
In ReCALL journal ;
Cambridge :
pp. 104-123
DOI: 10.1017/S0958344014000299
[ULIR]
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
In Language Teaching;
pp. 288-292
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
In Language Teaching;
pp. 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
In Classroom Discourse;
pp. 129-146
DOI: 10.1080/19463014.2012.716622
[ULIR]
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
In Language Learning Journal;
pp. 85-104
DOI: 10.1080/09571736.2010.520728
[ULIR]
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'
In Intercultural Pragmatics;
pp. 535-559
DOI: 10.1515/IPRG.2009.027
[ULIR]
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
In Language Awareness;
pp. 25-43
DOI: 10.2167/la414.0
[ULIR]
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
In Spoken English, Tesol And Applied Linguistics: Challenges For Theory And Practice;
pp. 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
In Tesol Quarterly;
pp. 389-418
[ULIR]
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
In Journal Of English For Academic Purposes;
pp. 67-85
DOI: 10.1016/S1475-1585(02)00035-8
[ULIR]
Other Journals
Classroom Interrogations - how productive
Farr, F
(2002)
Classroom Interrogations - how productive
In The Teacher Trainer;
pp. 19-23
The Word is Mightier than the Sword
Farr, F
(2001)
The Word is Mightier than the Sword
In FELT Ireland Newsletter;
pp. 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
Limerick (online)
AAAL
Farr, F.
(2021)
AAAL
Houston, Texas (online)
IRAAL
Farr, F.
(2019)
IRAAL
NUI Galway
IVACS
Farr, F., Farrell, A. and Riordan, E.
(2018)
IVACS
Malta
EuroCALL 2017
Farr, F. and Murray, L.
(2017)
EuroCALL 2017
Southampton
Theory & Practice: Researching teaching and learning in higher education
Farr, F. and Murray, L.
(2016)
Theory & Practice: Researching teaching and learning in higher education
NUI, Galway
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
University of Stirling, Scotland
CALS Annual Research Day
Farr, F. and Murray, L.
(2016)
CALS Annual Research Day
University of Limerick
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
Universiteit Stellenbosch, South Africa,
EuoCALL 2016
Farr, F., Blin, F., McLoughlan, L. and Murray, L.
(2016)
EuoCALL 2016
Cyprus
2nd International Conference on Higher Education Advances, HEAd'16
Farr, F. and Murray, L.
(2016)
2nd International Conference on Higher Education Advances, HEAd'16
Universitat Politecnica de Valencia, Spain
Paradigm Shigting in Applied Linguistics: New Theories and New Methods, IRAAL Annual Conference
Farr, F. and Murray, L.
(2016)
Paradigm Shigting in Applied Linguistics: New Theories and New Methods, IRAAL Annual Conference
Trinity College Dublin
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
RIA, Dublin
EdTech 2015
Farr, F. and E. Riordan
(2015)
EdTech 2015
University of Limerick
CALS (Centre for Applied Language Studies) Research Day
Farr, F. and Riordan, E.
(2015)
CALS (Centre for Applied Language Studies) Research Day
University of Limerick
EdTech 2015
Farr, F. and L. Murray
(2015)
EdTech 2015
University of Limerick
EuroSoTL (European Conference on the Scholarship of Teaching and Learnig)
Farr, F. and Riordan, E.
(2015)
EuroSoTL (European Conference on the Scholarship of Teaching and Learnig)
University College Cork
EdTech 2015
Riordan, E. and Farr, F.
(2015)
EdTech 2015
University of Limerick
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
University College Cork
European Conference on the Scholarship of Teaching and Learning (EUROSOLT): Bridging Boundaries through the Scholarship of Teaching & Learning
Farr, F. and Riordan, E.
(2015)
European Conference on the Scholarship of Teaching and Learning (EUROSOLT): Bridging Boundaries through the Scholarship of Teaching & Learning
University College Cork
Legal Pedagogy in Transition
Farr, F.
(2015)
Legal Pedagogy in Transition
University of Limerick
ELSTA (English Language Support Teachers' Association) Annual Conference
Farr, F.
(2015)
ELSTA (English Language Support Teachers' Association) Annual Conference
Dublin
Acedle Annual Conference
Farr, F.
(2015)
Acedle Annual Conference
Lyon, France
EuroCALL (European Association for Computer-Assisted Language Learning)
Farr, F. and Riordan, E.
(2014)
EuroCALL (European Association for Computer-Assisted Language Learning)
University of Groningen
New Horizons for Reflective Practice
Farr, F. and Riordan, E.
(2014)
New Horizons for Reflective Practice
Aston University, Birmingham
British Association of Applied Linguistics
Farr, F. and Riordan, E.
(2013)
British Association of Applied Linguistics
Edinburgh
EuroCALL (European Association for Computer-Assisted Language Learning)
Farr, F. and Riordan, E.
(2013)
EuroCALL (European Association for Computer-Assisted Language Learning)
Évora, Portugal
New Perspectives on Irish English
Farr, F. and A. O'Keeffe
(2013)
New Perspectives on Irish English
University College Dublin
EuroCALL
Farr, F. and Riordan, E.
(2013)
EuroCALL
Evora, Portugal
Observation and Feedback
Farr, F.
(2012)
Observation and Feedback
Dubai
Observation and Feedback
Farr, F.
(2012)
Observation and Feedback
British University of Dubai
MATSDA
Chambers, A. and Farr, F.
(2012)
MATSDA
Limerick
IVACS (Inter-Varietal Applied Corpus Studies)
Farr, F. and Riordan, E.
(2012)
IVACS (Inter-Varietal Applied Corpus Studies)
Leeds Metropolitan University
Inter-Varietal Applied Corpus Studies
Farr, F. and Riordan, E.
(2012)
Inter-Varietal Applied Corpus Studies
Leeds
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
Oxford
Inter-Varietal Applied Corpus Studies
Farr, F. and Riordan, E.
(2010)
Inter-Varietal Applied Corpus Studies
Edinburgh
BAAL (British Association for Applied Linguistics)
Farr, F. and Riordan, E.
(2010)
BAAL (British Association for Applied Linguistics)
University of Aberdeen
British Association of Applied Linguistics
Farr, F. and Riordan, E.
(2010)
British Association of Applied Linguistics
Aberdeen
CALS (Centre for Applied Language Studies) Research Day
Chambers, A., Farr, F. and Riordan, E.
(2010)
CALS (Centre for Applied Language Studies) Research Day
University of Limerick
New Perspectives on Irish English
Murphy, B. and Farr, F.
(2010)
New Perspectives on Irish English
University College Dublin
Irish Social Sciences Platform
Farr, F. and Riordan, E.
(2010)
Irish Social Sciences Platform
Limerick
Translation, Technology and Autonomy in Language Teaching and Learning
Farr, F. and Riordan, E.
(2010)
Translation, Technology and Autonomy in Language Teaching and Learning
NUI Galway
Supporting you supporting your ESL students
Baumgart, J. and Farr, F.
(2010)
Supporting you supporting your ESL students
Limerick
First International Language Conference: Translation, Technology and Autonomy in Language Teaching and Learning
Farr, F. and Riordan, E.
(2010)
First International Language Conference: Translation, Technology and Autonomy in Language Teaching and Learning
NUI Galway
ISSP (Irish Social Sciences Platform)
Farr, F. and Riordan, E.
(2010)
ISSP (Irish Social Sciences Platform)
University of Limerick
Language Planning and Language Learning
Baumgart, J. and Farr, F.
(2009)
Language Planning and Language Learning
Limerick
IRAAL Language Policy and Language Learning Conference
Baumgart, J. and Farr, F.
(2009)
IRAAL Language Policy and Language Learning Conference
University of Limerick
CAL (Computers and Learning)
Farr, F., Murray, L. and Riordan, E.
(2009)
CAL (Computers and Learning)
Brighton
EuroCALL (European Association for Computer-Assisted Language Learning)
Riordan, E. and Farr, F.
(2009)
EuroCALL (European Association for Computer-Assisted Language Learning)
University of Valencia
BAAL (British Association of Applied Linguistics)/CUP (Cambridge University Press) Applied Linguistics Seminar
Farr, F., Murray, L. and Riordan, E.
(2009)
BAAL (British Association of Applied Linguistics)/CUP (Cambridge University Press) Applied Linguistics Seminar
Edinburgh
BAAL/CUP (British Association for Applied Linguistics/Cambridge University Press) Seminar
Farr, F., Murray, L. and Riordan, E.
(2009)
BAAL/CUP (British Association for Applied Linguistics/Cambridge University Press) Seminar
University of Edinburgh
EuroCALL
Riordan, E. and Farr, F.
(2009)
EuroCALL
Gandia, Spain
CAL (Computer-Assisted Learning)
Farr, F., Murray, L. and Riordan, E.
(2009)
CAL (Computer-Assisted Learning)
Brighton
IVACS Symposium
Farr, F., Murray, L. and O'Shea, M.
(2009)
IVACS Symposium
Edinburgh
IVACS (Inter-Varietal Applied Corpus Studies)
Farr, F. and Riordan, E.
(2008)
IVACS (Inter-Varietal Applied Corpus Studies)
University of Limerick
Inter-Varietal Applied Corpus Studies
Farr, F. and Riordan, E.
(2008)
Inter-Varietal Applied Corpus Studies
Limerick
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
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
pp. 299-304
DOI: 10.1075/ijcl.16.3.01far
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.
In AMERICAN JOURNAL OF TROPICAL MEDICINE AND HYGIENE;