Peer Reviewed Journal Articles
Pinner, R. S. (2017). Re-learning from experience: using autoethnography for teacher development. Educational Action Research, 1-15. doi: 10.1080/09650792.2017.1310665
Lowe, R., & Pinner, R. (2016). Finding the Connections Between Native-speakerism and Authenticity. Applied Linguistics Review, 7(1), 27-52. doi:10.1515/applirev-2016-0002
Pinner, R. S. (2016). Using self-assessment to maintain motivation in a dynamic classroom environment: An exploratory practice inquiry of one Japanese university speaking course. Asian Journal of Applied Linguistics, 3(1), 27-40.
Pinner, R. S. (2016). The nature of authenticity in English as a foreign language: a comparison of eight inter-related definitions. ELTWO Journal, 9(1), 78-93.
Pinner, R. S. (2016). Constructing and managing transportable identities on social networking sites. Explorations in Teacher Education, 23(2), 2-5.
Pinner, R. S. (2016). Trouble in paradise: Self-assessment and the Tao. Language Teaching Research, 20(2), 181-195. doi: 10.1177/1362168814562015
Pinner, R. S. (2014). The authenticity continuum: Towards a definition incorporating international voices. English Today, 30(4), 22-27. doi: 10.1017/S0266078414000364
Pinner, R. S. (2014). The Authenticity Continuum: Empowering international voices. English Language Teacher Education and Development, 16(1), 9 – 17.
Pinner, R. S. (2013). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 – 159.
Ikeda, M., Pinner, R. S., Mehisto, P., & Marsh, D. (2013). Editorial: CLIL in Japan. International CLIL Research Journal, 2(1), 1- 3.
Pinner, R. S. (2013). Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44 – 54.
Pinner, R. S. (2012). Teachers’ attitudes to and motivations for using CALL in and around the language classroom. Procedia-Social and Behavioral Sciences, 34, 188-192.
Pinner, R. S. (2012). Examining Authenticity and Motivation from an International Perspective. JACET ESP Annual Report, 14, 26 -35.
Pinner, R. S. (2011). A Two Year Cross-Section of Student Use of Self-Access eLearning. Studies in self-access learning, 2(3), 30 -34.
Books and Research Monographs
Pinner, R.S. (forthcoming 2018). Social Authentication and Motivational Synergy: A narrative of language teaching. London: Routledge.
Pinner, R.S. (forthcoming 2017). Augmented Communication: The effect of digital devices on face-to-face interactions. Basingstoke: Palgrave Macmillan.
Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.
Edited Book Chapters
Pinner, R. S. (2015). Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English. In J. Angouri, T. Harrison, S. Schnurr, & S. Wharton (Eds.), Learning, Working and Communicating in a Global Context (pp. 135-139). London: Scitsiugnil Press for the British Association for Applied Linguistics.
Pinner, R. S. (2012). Unlocking Literature through CLIL. In S. Izumi, M. Ikeda & Y. Watanabe (Eds.), CLIL: New Challenges in Foreign Language Education (Vol. 2, pp. 91-129). Tokyo: Sophia University Press.
Pinner, R. S. (2010). Setting up Self-Access through eLearning. In T. Pattison (Ed.), IATEFL Conference Selections: 44th International Conference (Vol. 2010, pp. 178 – 180): IATEFL Publications.
Pinner, R. S. (2010). Teachers’ Attitudes and Motivations for Using CALL in and around the Language Classroom. In A. Aerts, J. Colpaert, & M. Oberhofer (Eds.), Motivation and Beyond (pp. 145-147). Antwerp: Linguapolis, Universiteit Antwerpen
Vetted Papers and Methodology Articles
Pinner, R. S. (2016). A rose by any other name: A contemporary assessment of the scope of Linguistic Relativity Hypothesis. English Literature and Language, 53(1), 13-28
Pinner, R. S. (2016). The smart way to use Smartphones in the language classroom. Modern English Teacher, 25(3), 43-45
Pinner, R. S. (2016). Understanding Meaning: Defining expectations in vocabulary teaching. Lingua, 27(1), 12-38
Pinner, R. S. (2016). Give few thy voice: why language teachers should learn to love our larynxes. English teaching professional, 104 (May), 51-52
Pinner, R. S. (2015). Marching to the Beat: Music as a catalyst to the development and popularity of the Beat Generation. English Literature and Language, 52(1), 33-48.
Pinner, R. (2015). The Quest for “real” Authenticity in EFL. Modern English Teacher, 25(1), 73-75.
Pinner, R. S. (2014). What Is The Difference Between an LMS and a VLE? [available at https://elearningindustry.com/difference-between-lms-and-vle]
Pinner, R. S. (2014). Collaboration, sub-creation, inspiration and evolution in fantasy literature. English Literature and Language, 51, 23-38
Pinner, R. S. (2013). Literature and Second Languages: Transcending Linguistic Barriers. English Literature and Language, 50(1), 65 – 75.
Pinner, R. S. (2011). VLE or LMS: Taxonomy for Online Learning Environments. CALL Review, 2011 (Summer), 5 – 9.
Pinner, R. S. (2011). Teaching with social networks. Modern English teacher, 20(3), 37-39.
Pinner, R. S. (2011). Making the most of moodle. English Teaching Professional (73), 64-66.
Pinner, R. S. (2011). The importance of instructional technology in language teaching. Modern English Teacher, 20(1), 42-45.
Pinner, R. S. (2010). Stuck in a rut: adding a dash of culture to help motivate students to progress. Modern English Teacher, 19(4), 33-35.
Pinner, R. S. (2010). Regular peer-tutorials as a way of encouraging self-assessment and an alternative to traditional portfolios. Independence (49), 13 – 16.
Pinner, R. S. (2009). ELT and the global recession. ELT Journal, 63(4), 390-392.
Pinner, R. (2015). Authenticity as a Continuum [Blog post for Cambridge University Press based on an article in English Today]. Retrieved from http://cup.linguistlist.org/journals/authenticity-as-a-continuum/#
Pinner, R. (2015). What we talk about when we talk about Authenticity [Invited guest post for popular EFL blog]. Retrieved from http://malingual.blogspot.jp/2015/02/what-we-talk-about-when-we-talk-about.html
Theses and Others
Pinner, R. S. (2017). Social Authentication and the Synergies Between Teacher and Student Motivation: A narrative of teaching at a Japanese university. (Doctoral Thesis), University of Warwick, Warwick.
Pinner, R. S. (2010). Teachers’ attitudes to and motivations for using CALL in and around the language classroom. (Master’s Dissertation) King’s College, London.
Pinner, R. S. (2003). Male Oppression & the Reversal of Feminine Symbols: Interpreting the Artistic Portrayal of the Minotaur. (Bachelor of Arts), University of Leeds.
Invited Plenary Talks
Pinner, R.S. Authenticity as a continuum in the global context: Identity and empowerment for L2 teachers of English. Plenary talk for Federación Argentina de Asociaciones de Profesores de Inglés, Parque del Conocimiento SAPEM – Posadas, Misiones, Argentina, August 31st-September 2nd, 2017
Invited Presentations and Workshops
Pinner, R.S Teacher Training Workshop: Motivation, invited workshop funded by MEXT Grant for Educational Research, Nanzan University, September 3rd 2016
Pinner, R.S Authenticity in Social Context, invited presentation given at CLIL in a Plurilingual Community of Practice Symposium, Sophia University, January 31st 2016
Pinner, R.S Reconceptualising Authenticity for English as a Global Language, invited lecture given at The Tokyo Discourse Group Regular Meeting, The University of Tokyo, January 28th 2016
Pinner, R.S CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature, invited faculty development workshop held for the Department of English Literature and Language, Faculty of Education, Waseda University, November 24th 2015
Pinner, R.S CLIL in Practice: Demonstration Lesson and Rationale invited Faculty Development Workshop given at the Faculty of Regional Development Studies, Kyushu University, March 3rd 2015
Pinner, R.S CLIL in Practice: Demonstration Lesson and Rationale invited Faculty Development Workshop given at the Faculty of Regional Development Studies, Toyo University, February 12th 2015
Pinner, R.S Authenticity in CLIL, invited presentation and panel given at the International CLIL Research Journal Symposium: CLIL in Japan – Beyond the European Context, Sophia University, March 26th 2014
Pinner, R.S CLIL in Practice: Demonstration Lesson and Rationale invited workshop given at The 38th Foreign Language Education and Research Annual Meeting, Senshu University, July 6th 2013
Pinner, R.S Using and Adapting Authentic Materials to Help Motivate Students invited presentation given at The JACET Kanto ESP SIG Regular Meeting, Shibaura Institute of Technology, May 19th 2012
Pinner, R.S Academic English: Alternative Energy WebQuests invited workshop given at The 6th Sophia CALL Seminar, Sophia University, July 27th 2012
Vetted Parallel Sessions
Pinner, R.S. Expanding on Self-Assessment and Motivation, presented at the 16th Annual JALT PanSIG Conference, Akita International University, Akita, Japan. May 21st 2017.
Pinner, R.S. An extra lumbar: Reflections on how one critical incident provides an indication of teacher-student motivational synergy, presented at the Teacher Journeys Conference, Hiroshima YMCA, Hiroshima, Japan. June 19th 2016.
Pinner, R.S. & Lowe, R. Finding the Connections Between Native-speakerism and Authenticity, presented at the 3rd Annual Conference on Global Higher Education, Lakeland College, Tokyo, Japan. June 4th 2016.
Pinner, R.S The connections between authenticity and native-speakerism: Students’ reactions to international English varieties, presented at The Center for English Language Communication (CELC) Symposium, National University of Singapore, Singapore. 26th May 2016.
Pinner, R.S Japanese Students’ Reactions to International Speakers of English: native-speakerism and authenticity, presented at the 5th Waseda ELF International Workshop. Waseda University, Tokyo, Japan. 14th November 2015.
Pinner, R.S The teaching never stops: reflections on teacher roles, transportable identities and social networks, presented at the EFL Teacher Journeys Conference, NYU School of Professional Studies, Tokyo 28th June 2015
Pinner, R.S Using self-assessment to maintain motivation in a dynamic classroom environment, presented at the CAES Faces of English Paper Presentation, University of Hong Kong, Hong Kong, 11-13thJune 2015
Pinner, R.S The Social and Individual Flow of Authenticity, poster presented at the CAES Faces of English Paper Presentation, University of Hong Kong, Hong Kong, 11-13thJune 2015
Pinner, R.S A Reflexive Narrative of one Teacher’s Professional Digital Literacy, presented at the JALTCALL: Language Learning Technologies & Learner Autonomy, Kyushu Sangyo University, June 5-7th 2015
Pinner, R.S Transportable Identities and Social Networks: a reflection on the pros and cons of out-of-class communication, presented at the JALTCALL: Language Learning Technologies & Learner Autonomy, Kyushu Sangyo University, June 5-7th 2015
Pinner, R.S Black Mirror, “White Bear”: The Social Transformation of Empathy in an L2 Literature Writing Class, presented at The 6th Annual LiberLit Conference, Meiji Gakuin University, February 16th 2015
Pinner, R.S Authentic English and L2 teacher motivation, presented at the JALT 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba International Congress Center, 21-24th November 2014
Pinner, R.S Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English, presented at the 47th British Association of Applied Linguistics annual meeting, Learning. Working and Communicating in a Global Context, University of Warwick, England, 4-6th September 2014
Pinner, R.S Becoming a ‘real’ teacher: efficacy, authenticity and professional development, presented at the EFL Teacher Journeys Conference, Kyoto 22nd June 2014
Pinner, R.S Authentic Assessments in a skills class for the Department of English Literature, presented at The 5th Annual LiberLit Conference, Meiji Gakuin University, February 10th 2014
Pinner, R.S Teachers’ attitudes and motivations for using CALL in and around the language classroom presented at the EUROCALL 2010: Languages, cultures and virtual communities, European Association for Computer-Assisted Language Learning: University of Bordeaux, France,8-11 September 2010 –
Pinner, R.S A longitudinal study of student uptake using self-access eLearning’ presented at the Antwerp CALL 2010: Motivation and Beyond, Linguapolis: University of Antwerp, Belgium,18-20 August 2010
Pinner, R.S ‘Teachers’ attitudes and motivations for using CALL in and around the language classroom’ presented at the Antwerp CALL 2010: Motivation and Beyond, Linguapolis: University of Antwerp, Belgium, 18-20 August 2010
Pinner, R.S Setting up Self-Access through eLearning workshop held at the 44th Annual International Association of Teachers of English as a Foreign Language Conference and Exhibition; Harrogate, UK,07-11 April 2010
- Entrance Exam Committee and item writer
- Steering Committee Member, Centre for Language Education and Research, Sophia University 2013- Present
- Learning Architects, Kaplan International Colleges, 2008-2010
- Learning Innovations Committee, Kaplan International Colleges, 2007-2010
- Have worked extensively with tests such as IELTS, Cambridge ESOL, TOEFL and experience teaching TOEIC, TEAP as well as University Entrance Exam preparation.
- Completed a module as part of my MA on Language Assessment. Have conducted analysis of Test Validity Ratings and other statistical measures.
- Supervision of BA Hons Degree in English Literature Graduation Thesis, 2013-Present. I have supervised over 40 graduation theses so far.
- Reader on the MA TESOL program at Sophia, 2015-Present. I have acted as a reader for three students.
- Supplementary supervisor of PhD in TESOL at Sophia University for Sara Terre Blanche
- Guest editor for the International CLIL Research Journal with Dr Makoto Ikeda, special issue focusing on CLIL in Japan (2014, issue
- Member of the Scientific Board, Latin American Journal of Content and Language Integrated Learning, 2015-Present
- Reviewer for the Argentinian Journal of Applied Linguistics, 2015-Present
- Reviewer for English Language Teacher Education and Development, 2015-Present
- Reviewer for Sophia Lingua, 2014-Present
- Reviewer for Sophia Linguistica, 2014-Present
Invited to host a webinar for TEFL Equity Advocates
Pinner, R.S. & Lowe, R. Native-speakerism and Authenticity in ELT, [Webinar] in TEFL Equity Advocates Webinar Series. March 16th 2016. Retrieved from < https://teflequityadvocates.com/webinars/>
Invited as a speciality topic expert for TEFLology Podcast
Lowe, R., Turner, M., Schaefer, M., & Pinner, R. (2014). TEFLology: ‘TEFLologists’ discussing TEFL. In R. Lowe, M. Turner, M. Schaefer & R. Pinner (Eds.), Stephen Krashen, Authenticity, and Language Teaching in UK Schools. Japan: Libysn.
Research Assistance and Advice
In addition, we can offer free advice to institutions and teachers who wish to conduct research. We have excellent contacts in the field of ELT and Applied Linguistics. We offer advice on any of the following:
- Conducting Action research – if you plan to conduct research in your class and would like to discuss how to best go about it then get in touch and we can offer a free consultation about how you might approach your project.
- Creating questionnaires – these need to be tested for statistical reliability, and creating questionnaires that actually ask in an effective way what they are designed to research has been the focus of many books. We can advise about how to avoid the pitfalls.
- Language Assessment Design – we can assist you in the creation of language tests which are reliable, valid, authentic and practical.
- Conducting evaluations of Language Tests – we have experience of statistically evaluating commercial language tests and can help with conducting t-tests and working out item difficulties for any language tests that you have developed. At present this is offered as a free service.
- Program Evaluation – using theoretical frameworks we can evaluate your Language Programs to ensure you are giving your learners the best education.
- Materials Evaluation – we can advise on how to improve any materials for language learning that you have created and give suggestions on how to improve them. We can also run materials development workshops if you have inexperienced developers. In addition to this we can train your developers on the creation of eLearning content.