Cuneo – CPD Teacher Workshop

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Teacher workshop CLIL methodology




Teacher workshop CLIL methodology

Senior Lecturer ( School of Teacher Development )

After a first degree in Modern European Studies from the University of Nottingham, Abigail trained as a modern foreign languages teacher at the University of Sheffield, where she also completed an MA in Applied Professional Studies in Education. Abigail taught French, German, Dutch, English and history at schools in North East Lincolnshire before completing a PhD in Education at the University of York. She has previously taught at undergraduate level and contributed to university Widening Participation schemes.

Abigail’s doctoral work had two strands, the first looking at student motivation in GCSE language lessons, using Self-Determination Theory, and considering this in the light of student choice. The second strand investigated staff decision-making around the languages taught in schools. She has presented her work at national and international conferences, to both academic and practitioner audiences. She has also contributed to research into teacher engagement with research, the use of a computer game in primary French lessons and the impact of undergraduate mentoring programmes in secondary schools, and investigated the teaching of Dutch at secondary level.


Abigail teaches on the Secondary PGCE course, the MA in Education and the MA in Education with TESOL. She is also responsible for the Assessment-only route to QTS.


Abigail’s main research interests lie in student motivation and subject choice. She is also interested in teacher engagement with research and the development of evidence-based education.

Conference presentations

2017 Connecting the dots between head teachers’ language skills, choice and student motivation in modern foreign languages. BERA national conference, Brighton

2017 Should you offer students a choice? Motivation and decision-making in GCSE language study. ResearchED English & MFL conference, Oxford

2016 Languages in schools: The student view. UK language policy after Brexit conference, Sheffield Hallam University

2015 Everyone speaks English anyway: Motivation & learning languages in the English-speaking world. ALAA / ALANZ / ALTAANZ Linguistics Conference, University of South Australia

2015 Everyone speaks English anyway: Motivation & learning languages in the English-speaking world. Languages, Education & Diversity conference, University of Auckland

2015 Foreign language provision and learners’ attitudes in UK schools. The Politics of Teaching & Learning Languages conference, UCL

2015 Do students who have a choice demonstrate higher levels of motivation? ResearchED national conference, London

2014 From Dutch to Diversification. Research students’ education conference, University of Leeds

2012 You as Teacher-Researcher. Invited presentation to MA Applied Professional Studies in Education students, University of Sheffield


Parrish, A. & Lanvers, U. (2017, June 29). Let’s use Brexit to stop linguistic complacency. i newspaper.

Parrish, A. & Lanvers, U. (2017). Why just speaking English isn’t going to cut it anymore. The Conversation.

Parrish, A. & Taylor, F. (2014). Beyond the big three: French, German and Spanish aren’t the only languages that matter. The Conversation.

Parrish, A. (2012). Shall we go Dutch? Deutsch Lehren und Lernen, 45, pp. 13-15.

Parrish, A. (2012). Au revoir, le français ?TES, Friday, February 24 2012, p. 47

Parrish, A. (2011). Dutch for Experts. Languages Today, 08, p. 11.

Parrish, A. (2011). Double Dutch on the Curriculum. Languages Today, 08, p. 30.

Teacher workshop CLIL methodology

Senior Lecturer ( School of Teacher Development )

John’s background is fine art, graduating and obtaining an MA Fine Art at Manchester Metropolitan University 1990 – 1994. Previously he obtained a degree in Philosophy then worked in the music industry. John’s doctoral thesis – The Post-Medium Condition: Video as Painting was obtained in 2013 and focused on his continuing interest in painting and new technologies. He continues to exhibit and curate nationally and internationally – curated group shows and exhibitions include showing in Bangkok, Sweden, Romania, London, Manchester, Liverpool, Birmingham.


After lecturing on a variety of art based courses in various HE institutions John taught art on the Primary ITT programme at Edge Hill University before joining Bishop Grosseteste University in 2010 to lead the Visual Arts programme, John currently teaches on the Secondary PGCE and is subject specialist in Art and  Technology. His teaching covers a range of both practical and theoretical approaches in art and its application within educational contexts.


John’s research has focused on aspects of painting methodologies in relation to situating agency within particular social frameworks and has developed out of his training in philosophy and fine art. Recent research has drawn from expanded practices in painting through the use of digital technologies, in particular exploring the intersection of painting and video. John’s research has been framed by his interest in an increasingly digitised culture and its effects on users of new technologies. He is currently working with colleagues at different institutions on an inter-disciplinary project Books of Blood, a curating and publishing project that builds on his practice-based research interests.

A New Approach to CLIL Methodology

Scaffolding & Critical Thinking

The workshop aims to develop insights into critical thinking and its implications for educational practice. It will consider the value and impact of critical thinking and build on participants’ personal knowledge of the approach. It will also provide a range of practical strategies for implementation into practice in schools throughout the age phases, such as questioning techniques. Differentiation within groups taught by participants will be discussed and how different methods could aid students of all abilities. You will understand in more details how to support learners by providing helpful hints to help students as they access challenging concepts


To be able to define critical thinking.

To consider the value of the approach.

To have a knowledge and understanding of the theoretical viewpoints underpinning the practice.

To have awareness of a range of appropriate strategies to implement in settings throughout the early years and school age phases, such as approaches within parts of lessons, Flipped Learning and an Immersive Environment.


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