Overview
Availability
- Dr Andrew Scott is:
- Available for supervision
Qualifications
- Bachelor (Honours), Institution to be confirmed
- Postgraduate Diploma, University of Cambridge
- Certificate, International House World Organisation
- Masters (Coursework), Macquarie University
- Certificate IV of Training and Assessment, Plenty Training
- Doctor of Philosophy of Applied Linguistics, Lancaster University
Works
Search Professor Andrew Scott’s works on UQ eSpace
2024
Journal Article
Specificity and culturally relevant teaching in English for Academic Purposes courses: a Bahrain university case study
Novik, Elena and Scott, Andrew (2024). Specificity and culturally relevant teaching in English for Academic Purposes courses: a Bahrain university case study. CALR Linguistics Journal, 2024 (15), 1-15. doi: 10.60149/jpwx4073
2023
Journal Article
Research, teaching and time: teacher practices and possibilities
Scott, Andrew (2023). Research, teaching and time: teacher practices and possibilities. CALR Linguistics Journal, 14 (14). doi: 10.60149/nwjg6218
2023
Other Outputs
Processes and patterns of classroom life: the dynamics of exchanging knowledge and values between teachers and learners in English language writing classrooms
Scott, A. G. (2023). Processes and patterns of classroom life: the dynamics of exchanging knowledge and values between teachers and learners in English language writing classrooms. PhD Thesis, Department of Linguistic and English Language, Lancaster University.
2021
Journal Article
A path less travelled: Andrew Scott and Kelly Shoecraft discuss an innovative pathways program for international students
Shoecraft, K. and Scott, A. (2021). A path less travelled: Andrew Scott and Kelly Shoecraft discuss an innovative pathways program for international students. Modern English Teacher, 30 (4).
2021
Journal Article
Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults
Scott, Andrew Glencairn and Hafenstein, Tanja (2021). Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults. Signo, 46 (86), 103-120. doi: 10.17058/signo.v46i86.15904
2020
Journal Article
Bridging disciplinary knowledge: the challenge of integrating EAP in business education
Tann, Ken and Scott, Andrew (2020). Bridging disciplinary knowledge: the challenge of integrating EAP in business education. Higher Education, 81 (3), 453-470. doi: 10.1007/s10734-020-00551-0
2011
Journal Article
An application of Savage and Storer’s emergent language program framework to a listening and note-taking skills course
Scott, Andrew G. (2011). An application of Savage and Storer’s emergent language program framework to a listening and note-taking skills course. Professional and Academic English (37), 19-23.
2008
Book Chapter
Introduction: Best practice in language teaching
Scott, Andrew (2008). Introduction: Best practice in language teaching. Best practice in language teaching: An IH perspective. (pp. 7-9) London, United Kingdom: International House World Organisation.
Supervision
Availability
- Dr Andrew Scott is:
- Available for supervision
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Media
Enquiries
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