Dr Julie Radford

  • Qualifications and position:
    • MSc, PGCE, PhD
    • Senior Lecturer in Special and Inclusive Education
  • Faculty:
  • Department:
  • Centre:
  • Summary:
    • My early career was in schools and local authorities in the area of special educational needs. Since joining the Institute, most of my research has addressed how interactions between children and teachers support learning in the classroom. More recently, I have explored the nature of teaching assistant interactions. Another area of research concerns how children with language difficulties use strategies to communicate effectively. I am also interested in the role of the SENCo in primary and secondary schools.
  • Teaching:
  • Research Projects:
    • (1) The teaching and learning of language skills during oral activities. Conversation analysis of teacher-pupil interactions, with particular reference to the role of topic and repair in language learning.
      (2) Teaching assistants' use of language with children who have special educational needs.
      (3) Strategies used by adults to assist children's word searches.
      (4) Children's verbal and non-verbal resources during word searches.
      (5) Adults' use of gesture to support language learning during book reading
  • Postgraduate Research:
    • Paula Bosanquet - Turn taking, topic and repair strategies in teaching assistant led literacy intervention sessions.
      Valerie Jones - Evaluation of 'Play and Learning to Socialise' in primary schools.
      Ingrid Butterley - Reading cultures: a study of the reading experiences of bilingual students and their parents / carers
      Wajma Torkmani - Learning English as an additional language: factors influencing the construction of the EAL learner identity.
  • Professional Activities:
    • Editor of special issue of Child Language Teaching and Therapy on inter-agency collaboration (2008, Vol 24/ 2).
  • Conferences/presentations:
    • Radford J. (2011) Turn-taking, topic & repair: a framework for the analysis of classroom discourse. Applied Linguistics and professional Practice Conference, Cardiff.
      Radford J. & Webster, R. (2010) Improving teaching assistants' interactions with students: the forgotten factor in effective inclusion. Speech, Language & Communication Needs Conference, London.
      Radford. J. (2009) Other-initiated repair in the classrooms of children with specific speech and language difficulties. Advances in Ethnography: Language and Communication. Aston University.
  • Languages Spoken:
    • French (intermediate)
  • Languages Written:
    • French (intermediate)
Dr Julie Radford

Contact details

Contact details

Publications

  • Radford, J., Rubie-Davies, C., Blatchford, P. (in press) 'The Practice of Teaching Assistants ' In P. Blatchford, R. Webster & A. Russell, The role and impact of teaching assistants: challenging policy and practice. London: Routledge.
  • Radford, J., Blatchford, P. and Webster, R. (2011) 'Opening up and closing down: how teachers and TAs manage turn-taking, topic and repair in mathematics lessons', Learning and Instruction 21, 625-635.
  • Oldham, J. & Radford, J. (2011) 'Secondary SENCO leadership: a universal or specialist role?', British Journal of Special Education 38, issue 3, 126-134.
  • Radford, J. (2010) 'Adult participation in children's word searches: on the use of prompting, hinting and candidate offers', Clinical Linguistics and Phonetics 24, 83-100.
  • Radford, J. (2010) 'Practices of other-initiated repair and correction in SSLD classroom discourse', Applied Linguistics 31, 25-44.
  • Radford, J. & Mahon, M. (2010) 'Multimodal participation in storybook sharing' In H. Gardner & M. Forrester (eds.) , Analysing interactions in childhood: methods and applications. John Wiley & Sons Ltd.
  • Radford, J. (2009) 'Word searches: on the use of verbal and non-verbal resources during classroom talk', Clinical Linguistics and Phonetics 23, 598-610.
  • Burns, A. and Radford, J. (2008) 'Parent child interaction in Nigerian families: conversation analysis, context and culture.', Child Language Teaching and Therapy 24, 193-209.
  • Radford, J., Ireson, J. & Mahon, M. (2006) 'Triadic dialogue in oral communication tasks: What are the implications for language learning?', Language and Education 20, 191-210.
  • Radford, J., Law, J., Soloff, N., Lindsay, G., Peacey, N., Gascoigne, M. and Band, S. (2003) 'Collaboration between LEA and SLT Managers for the Planning of Services to Children with Speech and Language Needs', Educational Management and Administration 31(1), 83-95.