Experience

Post-Primary Languages Ireland

• Ireland
• Education Administration Programs
• 1 - 100 Employee

• Director

  • Apr 2009 - Present

  Post-Primary Languages Ireland (PPLI) is a dedicated unit providing expertise and support for foreign languages education in Ireland, primarily at post-primary level. PPLI was originally set up in September 2000 with a remit of diversifying, enhancing and expanding the teaching of languages in second-level schools throughout Ireland and this remains core to its remit with a focus on enhancing and broadening the opportunities available to students for learning foreign languages that are relevant to Ireland’s future cultural, social and economic needs. Capitalising on the extensive knowledge, expertise, and capacity acquired during the earlier years of the initiative PPLI has a lead role in implementation of Languages Connect - Ireland’s Strategy for Foreign Languages in Education 2017-2026 which was published in December 2017. The strategy is the context for PPLI activities and frames a large part of the staff’s work. There is also a broader role for PPLI in the implementation of the strategy which includes awareness raising, employer engagement and languages in society, in addition to the important aspects of implementation which relate to languages in education. An additional part of its role is to conduct applied research that informs and supports policy. Show less



Cross-cultural Directions

• Dublin

• Executive Director

  • Sep 2005 - Mar 2009

  Cross-cultural Liaising and Consultancy, Intercultural and Language Training, Destination Assistance. Cross-cultural Liaising and Consultancy, Intercultural and Language Training, Destination Assistance.



Trinity College Dublin

• Ireland
• Higher Education
• 700 & Above Employee

• College lecturer

  • Sep 1999 - Aug 2005

  Japanese language lecturer, curriculum and course design, research in the areas of learner autonomy, Japanese pragmatics, use of learners' world knowledge in the teaching of Japanese, and the portrayal of Japanese stereotypes in learner textbooks. Japanese language lecturer, curriculum and course design, research in the areas of learner autonomy, Japanese pragmatics, use of learners' world knowledge in the teaching of Japanese, and the portrayal of Japanese stereotypes in learner textbooks.



International Christian University

• Japan
• Research Services
• 1 - 100 Employee

• Post-grad student in Division of Comparative Culture

  • 1996 - 1999

  Studied Japanese language and pedagogy in Division of Comparative Culture. Also taught academic writing in the English Language Program. Studied Japanese language and pedagogy in Division of Comparative Culture. Also taught academic writing in the English Language Program.



Japan Exchange and Teaching Program(me) (JET)

• International Affairs
• 700 & Above Employee

• Advisor to Iwate Board of Education/ Co-ordinator of Assistant Language Teachers

  • Aug 1991 - Sep 1994

  I joined the JET programme as an Assistant Language Teacher in Miyako-shi, Iwate-ken, Japan, where I taught English in a variety of senior high schools (Commercial, Academic, Industrial, and Fisheries). I was later promoted to working as an advisor with the Board of Education where I assisted the Inspectorate with international activities and co-ordinated the Assistant Language Teachers. This involved placing them, providing orientation and ongoing support, and organising and delivering CPD. I joined the JET programme as an Assistant Language Teacher in Miyako-shi, Iwate-ken, Japan, where I taught English in a variety of senior high schools (Commercial, Academic, Industrial, and Fisheries). I was later promoted to working as an advisor with the Board of Education where I assisted the Inspectorate with international activities and co-ordinated the Assistant Language Teachers. This involved placing them, providing orientation and ongoing support, and organising and delivering CPD.