AUT - Kevin Roach

Kevin Roach

Programme Leader, Senior Lecturer

Phone: +64 9 921 9999 ext 6050

Email: kevin.roach@aut.ac.nz

Physical Address:

Room WT1201C, Level 12, AUT Tower, corner of Wakefield and Rutland streets, Auckland Central.

Qualifications:

• MA (Hons)
• Dip TESOL
  
• Dip Teaching
• BA
  

Memberships and Affiliations:

• Member of Faculty Post Graduate Board (Faculty of Society and Culture)
• Member of School of Language and Culture Research Committee
• Member of Foundation and Bridging Educators of New Zealand
• Member of Adult Literacy Practitioners Association of New Zealand.

Teaching Areas:

• Programme Leader for the Master of Adult and Literacy Education
• Adult Literacy: Contemporary Perspectives (Master of AdLItNumEd)
• Programme Planning and Assessment (Master of AdLItNumEd)
• Applied Projects in Adult Literacy and Numeracy Education (Master of AdLItNumEd)
• Research Supervision: Applied Linguistics; Language and Literacy
• Cooperative Education: Academic Supervisor (Language and English Studies) (BA).

Research Summary:

Kevin Roach's research interests include:

• Foundation learning and teaching
• Adult literacy
• Practitioner research in second language and adult literacy education
• English language and literacy provision for adult EAL immigrants and refugees.

Kevin has presented papers at a number of local and international conferences and has published or co-published, both locally and internationally, articles related to practitioner research, classroom-based second language learning and the provision of English language education for adult immigrants in New Zealand.

His MA examined the beliefs-in-action of teachers of adult migrant ESOL in regard to form-focused instruction under the supervision of Prof Rod Ellis.

More recently scholarship and research has shifted to the areas of foundation education and foundation skills, in particular discourses around bridging education and policy, provision and practice associated with adult literacy education.

Supervision

Principal supervisor

• Hay Yiu Yau: MA (Applied Language Studies): Language teacher motivation: A study of teachers of English as a Second language (ESL) in New Zealand language schools . Completed 2010
• Isobel Bailey: MA (Applied Language Studies): The expectations of international students enrolled in a 12-week IELTS preparatory course at a private language institution. Completed 2010
• Lynette Pivac: MA (Applied Language Studies): The acquisition of New Zealand Sign Language as a second language for students in an interpreting programme: The learners’ perspective (MA, first class honours). Completed 2009
  

Second supervisor

• Mark Ashcroft: MA (Applied Language Studies): An examination of factors contributing to any observable gap between a teacher’s interpretation and learners’ interpretations of tasks. Completed 2009

Team supervision

• Phil Kane (MPhil): (In progress). An investigation into estimation and spatial sense as aspects of workplace numeracy: A case study of recycling and refuse collector/ drivers within a situated learning model.

Current Research Projects:

• Foundation bridging education: Practitioner perspectives of policy and institutional discourses.
• The literacy practices of adult refugees with English as an additional language: informing the curriculum.
• Mapping adult literacy education and research in Aotearoa New Zealand.
  

Publications:

• Roach, K. (2008). Teaching literacy to Deaf adults: Maxims for mapping uncharted territory. In A. Burns & J. Burton (Eds), Language teacher research in Australia and New Zealand, pp. 181-197. Alexandria, Virginia: TESOL Inc.
• Roach, K., & Roskvist, A. (2007). ESOL provision for adult immigrants and refugees in New Zealand: Policy, practice and research. Prospect: An Australian Journal of TESOL, 22,3: 44-63.
• Strauss, P., Roach, K., Roskvist, A, Smedley, F., & Yee, V (2007, in press). An investigation of the effects of needs analysis on EAL (English as an additional language) student pathways. Wellington: TEC, Ministry of Education.
• Roach, K (2005) Developing an English Language / literacy course for adult Deaf learners: Insights from the chalk-face. In Major, J., & Howard, J. (Eds), Proceedings of Community Languages and English for Speakers of Other Languages Conference (CLESOL), Sept 2004, Christchurch, NZ.
• Roach, K. & Bitchener, J. (2004). "An exploratory investigation of the effects of form-focused instruction on implicit linguistic knowledge." New Zealand Studies in Applied Linguistics 10 (2):
• Roach, K. (2002). Form-focused instruction in the second language classroom: ESOL teachers’ practices and beliefs. Unpublished MA thesis. University of Auckland. (unrefereed)
• Roach, K (2001) Form-focused instruction from the perspective of teacher cognition. Occasional Paper 14, Institute of Language Teaching and Learning, University of Auckland. (unrefeered)

Conference presentations

• Roach, K. (2013). Practitioner research in adult literacy, language and numeracy: Practitioner research in adult literacy, numeracy and ESOL (ALNE): Developing a community of practice and opportunities for collaboration. Talk presented at the Ministry of Education Literacy , Language and Numeracy Research Forum: Opportunities for Collaboration. Willeston Conference Centre, Wellington, March 14
  
• Strauss, P., & Roach, K. (2012). Investigating literacy in foundation/bridging programmes in NZ universities and polytechnics. Invited talk at TESOLANZ Dunedin, 19 June 2012
• Roser, B., & Roach, K. (2012). Testing adult ESOL learners' literacy using the National Literacy Assessment Tool.  Presentation delivered at Adult Literacy Practitioners Association Annual Conference June 30-July 1, 2102,  Auckland University of Technology
• Roach, K. (2011) Towards a mapping of Adult LLN research in New Zealand Aotearoa: Something old, something new, something missing. Presentation delivered at Adult Literacy Practitioners Association (ALPA) Conference. May 19, 2011, Wellington, NZ.
• Roach, K., & Strauss, P. (2011). Adult literacy provision in the foundation learning sector: creating a discursive space for practitioner inquiry. Presentation delivered at Adult Literacy Practitioners Association (ALPA) Conference. May 19 Wellington , NZ.
• Roach, K. (2011). Cautionary tales from a decade ago: "Growing pains" or "systemic troubles"?. Presentation delivered at  Literacy Aotearoa National Planning Hui 2011: 'Te Ao Hurihuri: Changing Lives – Changing Worlds’. July 7, Auckland, NZ.
• Strauss, P., Roach, K., & Coup, J. (2010). What counts as evidence in Adult Language, Literacy and Numeracy research: Towards mapping the field in NZ. Presentation delivered at Adult Literacy Practitioners Association (ALPA) Conference. Wellington.
  
• Roach, K, & Pivac, L. (2009). Learning New Zealand Sign Language as a second language: Access to and participation in communities of practice. Combined ALANZ/ ALAA Conference: Exploring participation and acquisition metaphors in Applied Linguistics, Auckland University of Technology, 2-4 Dec
• October, 2008. “‘I really want to but outside it is no friendly’: Access to communities of practice outside the classroom  CLESOL 2008: Language and Identity: Building Communities of Learning Conference, 3 –  5 Oct., Auckland (with Annelies Roskvist).
• Roach, K., Roskvist, A., Smedley, F., Strauss, P., and Yee, V (2007). ‘Outside is no friendly’ –An investigation of EAL student pathways in a tertiary institution in New Zealand. Paper presented at Language Education and Diversity Conference, Hamilton, NZ, Nov.
• Roach, K., Roskvist, A., Smedley, F., Strauss, P., and Yee, V (2007).‘Future I don’t know…’ and now? - An investigation of pathways for EAL migrants and refugee students in New Zealand. Paper presented at International Adult Literacy Conference, Auckland, NZ, Oct.
• Roach, K (2006) Teaching literacy to Deaf adults: Maxims for uncharted territory. Australian Council for Adult Literacy National Conference, Adelaide, Australia. Oct 6-7
• Roach, K., Roskvist, A., Smedley, F., Strauss, P., and Yee, V (2006). An investigation of the effects of needs analysis on EAL (English as an additional language) student pathways. Paper presented at Community Languages and English as a Second Language, Napier, NZ, Sept.
• Bitchener, J & Roach, K. (2005) The relationship between explicit and implicit knowledge, Paper presented at AILA (14th World Congress of Applied Linguistics), Madison, Wisconsin, USA.
• Bitchener, J. & Roach, K (2004). Can the relationship between explicit and implicit linguistic knowledge be reliably and validly measured and used to inform relevant pedagogical approaches in ESL classrooms? Paper presented at Australian Association for Research in Education Conference, Melbourne.
• Bitchener, J. & Roach, K. (2004). The effectiveness of form-focused instruction on the acquisition of implicit linguistic knowledge. Presented to Staff of English Language Academy, University of Auckland, Auckland. Invited lecture, Nov 3.
• Bitchener, J. & Roach, K. (2004). The relationship between explicit and implicit knowledge. Paper presented at 29th Annual Congress of the Australian Linguistics Association of Australia, University of South Australia, Adelaide.
• Roach, K. (Sept 2004). Developing an English Language / literacy course for adult deaf learners: Insights from the chalk-face. Paper presented at Community Languages and English for Speakers of Other Languages (CLESOL), Christchurch, Sept.
• Roach, K. (2004). An interactive model for reading pedagogy: Getting learners to ask the questions. Workshop presented to Teachers of English as a Second Language, Kohia Teachers Centre, Auckland College of Education, Auckland, May 13.
• Roach, K. & J. Bitchener, J. (2004). How can implicit linguistic knowledge be measured?: A classroom-based study. Paper presented at Applied Linguistics Association of New Zealand Symposium, Massey University, Palmerston North.
• Roach, K (2003). Form-Focused Instruction in ESOL Classrooms: Pedagogical options and teachers’ practices. Paper presented at Applied Linguistics Association of New Zealand symposium (ALANZ), AUT, Auckland, Dec 8.
• Roach, K. (2002). Form-Focused Instruction: Teachers’ Practices and Beliefs Paper presented at Community Languages and English to Speakers of Other Languages (CLESOL), Wellington, July.