Jodie Martin

Credentials:

Ph.D. in Linguistics at University of Adelaide

Bio:

Jodie Martin is an educational linguist teaching Academic English in the Science stream of Vantage College. Her PhD on academic writing was completed at the University of Adelaide in 2013 using systemic functional linguistics and Legitimation Code Theory; she applies these theories to design, deliver and evaluate curricular materials to give Science students strategic control of a wide range of written and spoken language practices. She practices what she calls Responsive and Responsible Teaching - she endeavours to be responsive to each and every student in her classes while taking responsibility for the content, pedagogy and values she brings. At Vantage College, she has collaborated to develop the language analysis research focus for students in LLED 201 (Shoecraft et al., 2022), investigated grammatical circumstances in Arts and Science (Walsh Marr & Martin, 2021), innovated with assessment forms and assessment processes in VANT 140 (Walton & Martin, forthcoming), and explored reflective writing about presentations in Science VANT 140 (Martin, 2024) and about listening in Arts VANT 140 (Martin & Walsh Marr, 2024). In addition to teaching and researching teaching, she also developed graduate-level workshops for the Centre for Writing and Scholarly Communication, and hosted the Vantage College podcast, References: the People Behind the Pedagogy. Her research interests include the role of circumstances in scientific and pedagogical language; her teaching interests include pedagogical design for supporting undiagnosed neurodiverse and multilingual students, and shaping instructional design and student experience. She will be available for work in July 2024 and is excited to bring the wide ranging experience of Vantage College to a new context.

Recent Publications:

Martin, J. L. (2024). Consolidating performance: Reflection in the service of developing presentation skills. In E. Szenes & N. Tilakaratna (Eds.), Demystifying critical reflection: Improving pedagogy and practice with Legitimation Code Theory. Routledge.

Martin, J. L., & Walsh Marr, J. (2024). Framing the looking glass: Reflecting constellations of listening for inclusion. In E. Szenes & N. Tilakaratna (Eds.), Demystifying critical reflection: Improving pedagogy and practice with Legitimation Code Theory. Routledge.

Shoecraft, K., Martin, J. L., & Perris, G. (2022). EAP learners as Discourse Analysts: Empowering emergent multilingual students. BC TEAL Journal, 7(1), 23–41. https://doi.org/10.14288/bctj.v7i1.452

Walsh Marr, J., & Martin, J. L. (2021). Pomp and Circumstances: From Research, in Practice, for Students. Íkala, Revista de Lenguaje y Cultura, 26(1), 227–242. https://doi.org/10.17533/udea.ikala.v26n01a03

Walton, J., & Martin, J. L. (forthcoming). A Holistic assessment design for a divergent EAP task. Teaching in Higher Education.