Dr Jo Suntornsawet

I attribute my success in my role as an English teacher to 1) my own experience as a learner of English and international student in the UK, 2) my in-depth knowledge, gained from my language education study, of issues and problems around the use by NNS of English (see list of publications in the CV attached), 3) my knowledge of other additional languages (Mandarin and Cantonese), and 4) my growing experience as an EAP professional in UK HE especially in STEMM focused university.
1) As a NNS of English and once an international student in the UK, I have gained an inside knowledge of the processes, problems and hurdles faced by students wishing to enter into a British (and, therefore, international) academic discourse community. In particular, I have strong memories of my lack of confidence as an NNS user of English in a native speaking academic environment. And I remember how my course tutors were a great help to me by their clear understanding of my predicament, their patience and their sensitive feedback. I have used this experience to inform my own teaching, where I strive to understand my students and to response to them clearly but sensitively.
2) In studying for my postgraduate degrees, I gained an in-depth knowledge of communication issues between NS of English and those seeking to join British speech communities. I also gained a clear understanding of the conventions of research reporting and academic practices in the Social Sciences focusing on Language Education. I apply my knowledge in the courses that I teach and contribute my expertise in the subject-specific issues and research practices to my students and colleagues wherever possible such as in 1:1 tutorial session, CPD development, and relevant conference and seminars.
3) I grew up bilingual Thai-Cantonese and learned Mandarin as an undergraduate. This has enabled me significantly to understand the written and spoken English of my Chinese students (most of my students in the UK have been Chinese). It has also enabled me to understand students from Tibeto-Burman language backgrounds such as Vietnamese, Malaysian, and Indonesian. It goes without saying that this has been extremely useful in my language teaching and teaching international students experience. I can see and understand the causes behind their English errors and the effects of their L1 on their L2 production and hence can tackle them effectively.
4)Over the range of EAP and study skills courses I have taught in leading UK universities, I have developed my teaching in many ways. For example, when dealing with students’ language errors, I have learned to provide a clear focus for correction, where communicability is paramount. I have also learned to contextualise as far as possible all of my students’ writing efforts so that they understand from the beginning that they are learning to be academics and not simply language users.