{"id":1757,"date":"2011-04-08T10:12:00","date_gmt":"2011-04-08T09:12:00","guid":{"rendered":"http:\/\/edtechandtesol.info\/phd\/?page_id=1757"},"modified":"2020-11-17T17:21:53","modified_gmt":"2020-11-17T17:21:53","slug":"fay-richard","status":"publish","type":"page","link":"https:\/\/lantern.humanities.manchester.ac.uk\/?page_id=1757","title":{"rendered":"Fay, Richard (MEd, MusM and PhD alumnus)"},"content":{"rendered":"

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{November 2020}<\/p>\n

I act as the unofficial co-ordinator of the LANTERN Doctoral Community (and this related Blog). I became a Lecturer Education (TESOL and Intercultural Communication) in 1994. Now, I am Senior Lecturer responsible for MA TESOL modules as follows: Language Education as Intercultural Practice<\/em>; Developing Researcher Competence<\/em>; and Principled Materials and Course Design<\/em>. As you can see here<\/a>, I have been, and remain, involved in quite a number of research projects including those focusing on researching multilingually<\/em>.<\/p>\n

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I based my (very) part-time doctoral studies on a project that I co-ordinated for the TESOL team (called CELSE at that time) in the School of Education (now the Manchester Institute of Education). The project involved a 10+ year collaboration between CELSE and the Hellenic Open University (HOU)<\/a> through which the HOU licensed CELSE’s MA TESOL distance learning materials for the HOU’s first ever programme, a comparable MA TEFL.<\/p>\n

My approach initially was ethnographic and involved many periods of short-term project sojourning Greece as a privileged outsider. Over time, the ethnographic shifted however towards the narrative inquiry approach reported in my thesis. During the course of my studies, my focus also shifted from a large culture approach looking at how Greek distance education differed from CELSE\u2019s \u2018Anglo\u2019 approach and instead adopted a small culture approach see Adrian Holliday\u2019s <\/a>work).<\/p>\n

My research questions were as follows:<\/p>\n