Professor Anne Burns

PhD(Macquarie), MEd(Macquarie)

Honorary Professor

Email:

Phone: +61 2  9351

Fax: +61 2  9351

Building.Room: .

Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Research on teaching and learning

  • English and literacy

Teaching English to Speakers of Other Languages

  • Languages and cultures education


Professional biography

Professor Anne Burns began her career in TESOL and Applied Linguistics working as an English teacher in France, Kenya and Mauritius, where she lived for five years. In the 1970s she set up her own primary and junior high school with another colleague in Mauritius. That school, Alexandra House School, still continues today. After she moved from the UK to Australia with her family in the early 1980s, she worked in the New South Wales Adult Migrant English Service, teaching newly arrived immigrants and refugees to Australia for eight years as a teacher, assistant principal and teacher educator. The NSW AMES is part of a national program, the Adult Migrant English Program (AMEP) funded by the Australian Government to assist new arrivals to learn English for settlement. In 1990 she joined the Department of Linguistics at Macquarie University, Sydney, and worked in the National Centre for English Language Teaching and Research (NCELTR) as a Lecturer and Senior Lecturer. There, she coordinated the Professional Development and Research Section (1992-1998) and then became the Associate Director (1998-2003). At the same time she taught in the Department of Linguistics as a Senior Lecturer in the Applied Linguistics programs. She was appointed as Chair and Professor in the Department of Linguistics in 2003 and was the Dean of the Division of Linguistics and Psychology from 2000-2005. She has also held Adjunct Professor positions in the School of Educational Studies at La Trobe University (2000-203) and in the School of English and Applied Linguistics at UNITEC, Auckland (2003-2005). She was appointed an Adjunct Professor at the Macquarie Graduate School of Management (MGSM) at Macquarie University in 2006. Some other recent appointments include Board Membership of the Extensive Reading Foundation, a non-profit organisation for the support and promotion of extensive reading. The ERF's annual Language Learner Literature Award is for the best works of language learner literature in English. In 2006 she was appointed a member of the TESOL Research Standing Committee, and since 2009 she has been the chair of this committee. She is also member-at large on the AILA Executive Board (International Association for Appiled Linguistics) She was appointed as Professor in Language Education at Aston University from 1 June 2010. She is  an Honorary Professor at the University of Sydney and continue her links with Macquarie University as an Honorary Associate in the Department of Linguistics.



Awards

  • 1999 - MU Nominee for AV-CC Women in Leadership Program

  • 1999 - Nomination for Outstanding Teaching Award



Professional and community roles

  • Editor, Prospect:  A Journal of Australian TESOL

  • Book Reviews Editor, Reading in a Foreign Language

  • Journal Board Member, Asian Journal of English Language Teaching

  • Journal Board Member, English Australia (EA) Journal

  • Journal Board Member, Language Teaching

  • Journal Board Member, Networks:  An Online Journal of Action Research, Asian Journal of English Language Teaching

  • Journal Board Member, Profile:  Issues in teachers' professional development

  • Journal Board Member, Prospect:  A Journal of Australian TESOL

  • Journal Board Member, Regional English Language Centre (RELC) Journal

  • Journal Board Member, TESOL Reporter



Selected publications

Books

  • Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.
  • Burns, A. (2012). The Cambridge guide to pedagogy and practice in second language teaching. New York: Cambridge University Press.
  • Burns, A. (2012). Tips for teaching listening: A practical approach. New York: Pearson.
  • Burns, A. (2011). Doing action research in English lnaguage teaching: A guide for practioners. Beijing: Foreign Language Teaching and Research Press.
  • Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.
  • Burns, A. and Richards, J.C. (Eds). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
  • Burns, A. and de Silva Joyce, H. (2008). Clearly teaching: Explicit ESL pedagogy in action. Sydney: AMEP Research Centre.
  • Burns, A. and Burton, J. (Eds). (2008). Language Teacher research in Australia and New Zealand. Alexandria: TESOL.
  • Burns, A. (2005). Teaching English from a global perspective: Case studies in TESOL series. Alexandria: TESOL.
  • Burns, A. and Coffin, C. (Eds). (2001). Analysing English in a global context. London: Routledge.
  • Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
  • De Silva Joyce, H. and Burns, A. (1999). Focus on grammar. Sydney: National Centre for English Language Teaching and Research.
  • Burns, A. and Joyce, H. (1997). Focus on speaking. Sydney: National Centre for English Language Teaching and Research.
  • Hood, S., Solomon, N., and Burns, A. (1996). Focus on reading. Sydney: National Centre for English Language Teaching and Research.
  • Burns, A., Joyce, H. and Gollin, S. (1996). I see what you mean. Using spoken discourse in the classroom. A handbook for teachers. Sydney: National Centre for English Language Teaching and Research.

Book chapters

  • Burns, A. (2011). Action research in the field of second language teaching and learning. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 237–253), New York: Routledge.
  • Burns, A. and Richards, J.C. (2009). Introduction. In Burns, A. and Richards, J.C. (Eds.), Cambridge guide to second language teacher education (pp. 1–8), New York: Cambridge University Press.
  • Burns, A. (2009). Action research in second language teacher education. In Burns, A. and Richards, J.C. (Eds.), Cambridge gu ide to second language teacher education (pp. 289–297), New York: Cambridge University Press.
  • Burns, A. (2007). Action research in ELT: Contributions and future directions. In Cummins, J. and Davison, C. (Eds.), The International Handbook of English Language Teaching. Volume 2 Norwell, MA: Springer Publications.
  • Burns, A. and Moore, S. (2007). CA and the accounting classroom: Exploring implications for LSP teaching. In Seedhouse, P. and Bowles, H.(Eds) (Eds.), Conversation analysis and LSP Bern: Peter Lang.
  • Burns, A. (2006). Teaching speaking: A text-based syllabus approach. In Uso-Juan, E. and Martinez-Flor, A. (Eds) (Eds.), Current trends in the development and teaching of the four language skills Amsterdam: Mouton de Gruyer.
  • Burns, A. and de Silva Joyce, H. (2006). Challenging requirements: How teachers navigate to make changes within required curricula. In Burns, A. and de Silva Joyce, H. (Eds.), Planning and teaching creatively within a required curriculum Alexandria: TESOL.
  • Burns, A. (2005). Interrogating new worlds of ELT. In Burns, A. (Ed.), Teaching English from a global perspective. Case Studies in TESOL Series Alexandria: TESOL.
  • Burns, A. (2005). Action research. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 241–256), Mahwah, NJ: Lawrence Erlbaum.
  • Burns, A. and Knox, J. (2005). Realisation(s): Systemic functional linguistics and the language classroom. In Bartels, N. (Ed.), Applied linguistics and language teacher education (pp. 235–260), New York: Springer Publications.
  • Burns, A. (2005). Teaching reading and writing for a literacies perspective. In , Innovative approaches to reading and writing instruction, Anthology Series (Vol. 46,), Singapore: SEAMEO Regional Language Centre.

Journal articles

  • Burns, A. (2010). Action research: What's in it for teachers and institutions?. International House Journal, 29, 3–6.
  • Burns, A. (2009). Adult ESL in Australia: Policies, programs and practices. Language Issue: The Journal of NATECLA, 20(1), 31–39.
  • Borg, S. and Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29, 456–482.
  • Burns, A. and Moore, S. (2008). NESB accountants and professional communication. Special issue on workplace communication.. Workplace Prospect, 23(2), 47–59.
  • Burns, A., Kim, M., and Matthiessen, C.M.I.M. (2008). Doctoral work in translation studies as an interdisciplinary mutual learning process: How a translator, teacher educator and linguistic typologist worked together. Special Issue. Training and Doctoral Research.. The Interpreter and Translator Trainer, 3(1), 107–128.
  • Burns, A., Paltridge, B. and Wigglesworth, G. (2008). Review of doctoral research in second-language teaching and learning in Australia (2003~2006). Language Teaching, 41(2), 273–293.
  • Burns, A. and Moore, S. (2008). Questioning in simulated accountant-client consultations: Exploring implications for ESP teaching. English for Specific Purposes, 27, 322–337.
  • Burns, A. (2006). Surveying landscapes in adult ESOL research. Response article. Special issue on immigrant learning. Language and Education, 17(1), 97–105.
  • Burns, A. and Rochsantiningsih,D. (2006). Conducting action research in Indonesia: Illustrations and implications. Indonesian Journal of Language Teaching, 2(1), 21–35.
  • Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39(2), 34–41.
  • Burns, A. (2005). Action research: An evolving paradigm?. Language Teaching, 38(2), 57–74.