MA TESOL

Hi Everyone,

I am Juup Stelma, and ‘come from’ a bunch of places… I was born in Trondheim, Norway, grew up on a small island called Kirkoy, also Norway, my parents are both Dutch, my name is Frisian (where those black and white cows are from) I have a Chinese great great grand parent, my wife is from Turkey and our son is British. We have been in Manchester since 2005, when I was lucky enough to be offered Mike Beaumont’s (old) post in the TESOL group at Manchester. Of course, I jumped on the opportunity, and have since found myself in the fine company of Gary, Diane, Richard, Zeynep, Julian, Rob, Susan and lots and lots of super B, M and D level students coming and going.

As far as TEFLing goes, I did one of those RSA certificates at IH in Hasting in 1993, and then went to work and live in Seoul, S Korea for four years. Ater this I found my way onto a MA TESOL course at the University of Leeds. This is where I met my wife (also a TESOL person). I liked academic life and went on to do a PhD. I also did some teaching at Leeds, working among other on a teacher education programme for Omani primary school English teachers. After the PhD (classroom interaction / young learners) I worked as a research fellow for a while before ending up at Manchester.

On the MA TESOL at Manchester I teach on the Psychology of Language course unit (with Gary) and the Developing Researcher Competence unit (with Richard). I am also involved in the new unit called ‘Explorations in Language’ where I do some sessions on transcribing and analysing spoken discourse. My research interests mirror these teaching activities.

Publications (including articles in preparation and under review):

• Stelma, J. (in preparation). Exploring the emergence of activity in language classroom activity.
• Stelma, J. (in preparation). An ecological-historical model of developing researcher competence: the case of software technology in doctoral research.
• Stelma, J. & Onat-Stelma, Z. (under review). Managing the transition to teaching young learners through classroom management.
• Stelma, J. (to appear). What is comunicative language teaching? In S.E. Hunston & D. Oakey (eds.) Doing Applied Linguistics. Routledge.
• Stelma, J.H. & Cameron, L.J. (2007). Intonation units in spoken interaction: developing transcription skills. Text & Talk,  27(3): 361-393.
• Onat-Stelma, Z. & Stelma, J. (2007).  Understanidng dynamics supportive of learning in the young learner classroom. Proceedings from the IATEFL Annual Conference. Harrogate.
• Cameron, L.J. & Stelma, J.H. (2004). Metaphor clusters in discourse, Journal of Applied Linguistics, 1(2): 107-136.

Conference papers:

• Cameron, L. & Stelma, J. (2004). Visual display of metaphor use in conciliation talk: methodological considerations. Paper given at the British Association for Applied Linguistics annual conference, 9-11 September 2004, Kings College, London.
• Cameron, L. & Stelma, J. (2004). The use of metaphor in conciliation talk. Paper given at the American Association for Applied Linguistics annual conference, 1-4 May 2004, Portland, OR, USA.
• Cameron, L. & Stelma, J. (2004). The dynamics of metaphor in conciliation talk. Paper given at the Sociolinguistics Symposium, 1-4 April 2004, Newcastle.
• Stelma, J. (2003). Visualising the dynamics of learner interaction: cases from a Norwegian language classroom. Doctoral thesis, University of Leeds, April 2003.
• Stelma, J. (2003). A visual tool for analysing the dynamics of learner interaction. Paper given at the American Association for Applied Linguistics annual conference, 22-25 March, 2003, Arlington, VA, USA.
• Stelma, J. (2001). Visually representing learner interaction: a methodological suggestion for process-based and dynamical perspectives.   Paper given at the British Association for Applied Linguistics annual conference, 6-8 September, 2001, University of Reading.
• Stelma, J. (2000). Visually representing classroom interaction: in search of a methodology.   Paper given at the BAAL/CUP Seminar on Complexity Theory and Language Acquisition. 1-2 December, 2000, University of Leeds.

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