Nancy lectures on a variety of language teacher education and English for Academic Purposes programmes. Her research interests lie in the teaching of writing and the application and uptake of feedback on second language writing.
Nancy began teaching in 1997 and has been with the University of Brighton since 2009. She gained both her postgraduate teaching qualifications (Diploma in TESOL and MA Media Assisted Language Teaching) in 2001 and between that time and 2009 developed her career in Brighton and Eastbourne as an English as a Foreign Language teacher, academic manager and teacher trainer. Nancy now teaches and researches in the field of language teacher education and English for academic purposes.
Within both specialisms, Nancy’s research interests lie in the teaching of writing and the application and uptake of feedback on second language writing. She is also interested in the potential tensions between teachers’ beliefs and the reality of their teaching practice and how these can be aligned.
I am very privileged to be able to teach both international students and to help develop English language teachers’ skills in the classroom. I am allowed the freedom in my roles to use an eclectic but principled mix of teaching approaches, methods and techniques to suit each individual cohort and context. When I’m teaching classes of academic English students there is a strong focus on the individual and their progress towards independence. I explicitly teach students strategies to help them gain autonomy as they progress onto or through their degree programmes. However, I am aware that not one size fits all. I also promote collaboration between peers to build up their confidence in noticing improvements and errors both in their own work as well as the work of others. This often takes the form of group writing or presentation tasks, carefully constructed so that by the end of a course or module they have become far more independent and able to helpfully review their peers’ work.
In the teacher training element of my teaching, I demonstrate a range of methods and techniques to give the teachers practical examples. When teaching international teachers whose teaching culture is distinctly different from the U.K. culture, I promote intercultural awareness through interactive discussion tasks and an independent group project where they set up a blog and use it to investigate an element of culture that interests them. This involves a combination of interviewing local people and desk research.
In tandem with my belief in the power of collaborative learning, I strongly believe that doing is more memorable than listening passively to input of information. Therefore another major part of my teaching is encouraging and guiding students and teachers to ‘doing’ a task that demonstrates the material that we have covered. So with teachers I guide them in groups to create material for use in their classrooms and then to teach each other with the materials to evaluate whether they need fine tuning. At other times, I will use the flipped classroom technique so that most of the class time is spent troubleshooting areas of concern and getting groups to create poster presentations or more formal presentations where they need to use their critical thinking to link the input to their own context and come up with practical ideas about how the theory can be applied in practice.
Carter, N. & Herbert, S. The Peerproofreading Service: Findings from the Pilot Project. Conference paper at The Pedagogic Research Conference: Enhancing Higher Education through Research, University of Brighton, 5 Feb 2016
Carter, N. The Development of Best Practice in the Delivery of EAP Written Feedback. Conference paper at the BALEAP Professional Issues Meeting (PIM)
Teacher education for EAP conference, Sheffield Hallam University, 29th November 2015.
Carter, N. & Herbert, S. The peer proofreading pilot – evaluation and next steps. Conference paper at Enduring Legacies; Emerging Innovations. University of Brighton, July 2015.
Carter, N. & Golding, A. Using iAnnotate for integrated online Academic Writing Feedback. Conference paper at IATEFL Manchester, April 2015.
Carter, N. & Herbert, S. Can a proof reading scheme help international students study successfully? Conference paper at The Pedagogic Research Conference, University of Brighton, Feb 2015.
Carter, N. & Golding, A. Integrated and targeted feedback on written work for in-sessional students. Conference paper at NFEAP, Oslo, Norway, June 2014.