As a trained Secondary English, and ESOL teacher, I am interested in teacher training and development. My research interests lie within the broad field of Education Linguistics. In particular, I am interested in research that aims to help educators improve pedagogic approaches to teaching and assessment to enhance students’ academic literacy performance. Further, I am interested in unpacking the social, linguistic, and educational relationship between education attainment (with a special interest in literacy skills development) and low socioeconomic contexts.
- Millin T., Spronken-Smith R. and Millin M. (2021) Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University. New Zealand Journal of Educational Studies http://dx.doi.org/10.1007/s40841-021-00215-2.
- Millin T., Millin M. and Pearce J. (2020) Unpacking the efficacy of Reading to Learn using Cognitive Load Theory. Journal of Academic Language and Learning 14(1): 113-126.
- Millin T. and Millin M. (2018) English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? Journal of English for Academic Purposes 31: 1-17. http://dx.doi.org/10.1016/j.jeap.2017.12.002.
- Millin T. (2015) Reading to Learn: A literature review within a South African context.. Stellenbosch Papers in Linguistics 44 http://dx.doi.org/10.5774/44-0-170.
- Millin TJ. and Millin MW. (2015) Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa. Per Linguam 30(3) http://dx.doi.org/10.5785/30-3-590.