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Dr Mario R. A. Moya


Mario is a Senior Lecturer at School of Education and Communities and leads the Master in English Language Teaching (ELT). He is also a module leader and supervises PhD and EdD research students.

    Mario holds a Doctor of Education (Ed.D.) degree awarded by the University of Bedfordshire (UK) where he worked as a Senior Lecturer prior to joining UEL in 2014. His research focuses on communities of practice in language education, particularly, in University settings where English is used as a medium of instruction. He is currently the Programme Leader for the MA in English Language Teaching and also teaches in different undergraduate and postgraduate programmes at Cass School of Education and Communities.

    Mario is an Educational Consultant at the British Council working alongside government agencies, NGOs and Universities all over the world to design, implement and evaluate English language programmes to promote participation and engagement in Higher Education in developing countries.

    Mario is a member of the British Association of Applied Linguistics (BAAL), the British Educational Research Association (BERA) and the Society for Research in Higher Education (SRHE). He is a Visiting Scholar at Western University, Baku (Azerbaijan), Gothenburg University (Sweden) and Georgetown University (USA).

    Mario has externally examined doctoral theses (PhD and Ed.D.) at:
    - The British University in Dubai
    - University of Sheffield
    - University of Essex
    - University of Glasgow
    - Universidad de Granada (Spain)


    Moya, M. (2014) Developing a Strategy-based Instruction Approach to Teaching and Learning Modern Languages to train ab-initio Primary PGCE Trainees. Journal of Pedagogic Development, vol. 4, issue 1, pp. 3-11.|

    Moya, M. (2014) Reconceptualising language learning strategies in Initial Teacher Education. Journal of Initial. The Language Learning Journal, vol. 12, issue 2, pp. 24-38.|

    Moya, M. (2014) Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Education. Argentinian Journal of Applied Linguistics (to be published in May 2015).|

    Moya, M. (2014) El modelo de aprendizaje profesional y la charla estructurada para el desarrollo de la práctica reflexiva como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos, Universidad Católica de Córdoba (under review).|

    Moya, M. (2014) Using language learning strategies to develop ab-initio pre-service primary school teachers' L2 knowledge and skills. Early Language Learning Conference, Umea University, Sweden.|


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    Bilingualism and Multilingualism in Secondary Education (England)

    Moya, M.. 2019. Bloomsbury.