Christine Goh is Professor of Linguistics and Language Education in the English Language and Literature Academic Group(ELL) and holds a concurrent appointment as Dean of Graduate Studies and Professional Learning at the National Institute of Education, Nanyang Technological University, Singapore. As Dean and previously as Associate Dean for Higher Degrees, Christine has been actively involved in the past nine years in leading NIE’s strategic initiatives for teacher continuing education through in-service courses and graduate programmes. She has received NIE teaching commendation awards and in 2014 she was conferred the Public Administration Medal (Bronze). Christine began her long career in NIE/NTU as a programme developer and leader in the lesser-known but highly successful intensive Academic English programme that prepared international students on MOE scholarships to embark on NTU and NUS undergraduate studies. Since then Christine has taught on and managed various undergraduate, pre-service, in-service and graduate programmes and courses, and has supervised to completion over 30 ELL students in Masters and PhD research.
Christine received her PhD (Linguistics) from the Department of Linguistics & English Language, Lancaster University, and her MA (Applied English Linguistics), which was supported by the British Chevening Scholarship, from the Department of English Language & Applied Linguistics, Birmingham University. A qualified secondary school teacher, Christine is a teacher educator and researcher with a strong interest in the interface between linguistic theories and language education. She is well-known internationally for her research and scholarship in English language education, particularly in the areas of oracy (listening, speaking and thinking) and metacognition in bilingual and second language learning. She has an abiding interest in oracy development among English language learners and the strengthening of teacher competence in oracy instruction. She has contributed significantly to theory building as well as academic and professional discussions in the field of English language teaching, learning and assessment. An author of 11 books and over 80 peer-reviewed journal articles and international book chapters, Christine has been cited extensively for her work and is frequently invited to speak at regional and international conferences and forums.
Her scholarly books on teacher education combine research and theory with sound pedagogical approaches. Teaching Speaking: A Holistic Approach (with Anne Burns, 2012, Cambridge University Press) and Teaching and Learning Second Language Listening: Metacognition in Action (with Larry Vandergrift, 2012, Routledge) have been adopted internationally as key references in language teacher education programmes in many universities. Teaching Listening in the Language Classroom (2002, SEAMEO RELC), a teacher resource book, has been translated into Chinese and Portuguese. Christine’s books also examine theories and issues of language acquisition and development. They include Language Learning in New English Contexts: Studies of Acquisition and Development (with Rita Silver and Lubna Alsagoff, 2009, Continuum/Bloomsbury), and Language Learning: Home, School and Society (with Rita Silver, 2006, Pearson). Her 2018 book, Teaching English to Second Language Learners in Academic Contexts, by Routledge was a synergistic effort with several other internationally renowned scholars in the field of L2 literacy and oracy instruction (Jonathan Newton, Dana Ferris, William Grabe, Fredricka Stoller and Larry Vandergrift). She is currently working on papers based on a recently completed project that examined group talk in English lessons and a book that presents research and resources for the teaching of speaking.
Many of Christine’s book chapters on language teacher education are found in high-impact international references for researchers and teacher educators. They include commissioned articles in five influential applied linguistics handbooks published by Wiley-Blackwell Handbooks and Routledge, and entries in the TESOL Encyclopedia of English Language Teaching. Most of her book chapters can be found in volumes edited by renowned scholars and published by Oxford University Press, Cambridge University Press, Palgrave-Macmillan, TESOL International, University of Michigan Press, Continuum, Bloomsbury Academic, Multilingual Matters, Springer and Routledge, Taylor & Francis. Her journal articles have appeared in journals such as Language Teaching Research, Language Learning, Language Teaching, System, ELT Journal, Language and Education, RELC Journal, Language Awareness, Language Assessment Quarterly, Psychological Test and Assessment Modeling, Teaching in Higher Education, European Journal of Applied Linguistics and TEFL, Contemporary Foreign Language Studies, International Journal of Listening and Asian Journal of English Language and Pedagogy. She is also the guest editor for three journals on the themes of second language listening and speaking. She is on the editorial and advisory boards of several international journals in applied linguistics, including System.
Apart from her contribution to applied linguistics, Christine has also served her university as a member of the NTU Senate and she currently serves on the 9-member NTU Advisory Board. She is also a co-editor of the Asia Pacific Journal of Education(Routledge Taylor & Francis) and Pedagogies: An International Journal(Routledge Taylor & Francis).
Christine tries to balance her work as an academic and an academic administrator with other important things in her life. She enjoys conversations with her colleagues and friends over a cup of tea and local food, and keeps in touch with the world around her through listening to the BBC World Service and Mediacorp Radio 938Now as well as learning from interesting people through podcasts and videos. Christine’s weekends are spent mostly on writing, enjoying time with her family and their two cats, watching detective dramas, doing some brisk walking as advised by her doctor and in the quiet company of a book. She is also involved in a weekend story-reading activity that encourages young children to develop a love for books and believe in impossible things before (or after) breakfast!