Dr Bronwen Dyson

MA (Sydney), PhD (UWS)
Senior Lecturer, Postgraduate Academic Writing Adviser

A20 - John Woolley Building
The University of Sydney

Telephone +61 2 9351 7514
Fax +61 2 9351 2434

Website Full Contact Details

Biographical details

Bronwen Dyson is a Senior Lecturer in Postgraduate Writing in the Faculty of Arts and Social Sciences. She has extensive experience teaching in universities, adult education and secondary schools. Most recently, she taught Second Language Acquisition at Macquarie University and English Linguistics, academic writing and English as a Second Language (ESL) pedagogy at the University of Western Sydney.

Bronwen’s research focuses on the learning and teaching of English as a Second Language (ESL). Her PhD,titled ‘Developmental style in second language processing: A study of inter-learner variation in the acquisition of English as a Second Language’, was conducted within the framework of Processability Theory. Her research adopts Processability Theory and socio-cognitive frameworks to explore development and variation in ESL speech and writing, as well as the influence of teaching on language development. Her current research on Processability Theory investigates variation, teachability and syntactic and morphological development in L2 English. Her research on writing focuses onthesis writing, supervisor feedback and English Language pathways to university.

Current projects

  • Dyson, B. (to appear, 2017). 'Developmental sequences'. An invited entry in The TESOL Encyclopedia of English Language Teaching.
  • Dyson, B. (under review). 'The Teachability of speaking and writing: Instruction, processing, and ESL questions'.
  • Dyson, B. & Håkansson, G. (under review). Understanding second language processing: a guide for language professionals and researchers.
  • An invited, co-authored book in a series on 'Bilingual Processing and Acquisition', to be published by John Benjamins Publishing Company, late 2015.
  • Dyson, B. (in preparation). Thesis writing in the Humanities and Social Sciences. Due for completion in 2016.

Teaching and research fellowships and grants

  • 2010 Association of Academic Language and Learning (AALL) grant for a symposium on English Language pathways
  • 2010 Small TIES grant (with Derek Herforth)
  • 2009 Small TIES grant (with Ahmar Mahboob, Betsi Been, Megan Le Masurier, and Louise Katz)
  • 2008 Grant for an Applied Linguistics Association of Australia/ Australian Linguistics Society colloquium (Schools of Languages and Cultures/Letters, Art and Media)
  • 2006 Macquarie University, Research Enhancement Fund grant
  • 1999 University of Western Sydney, PhD research scholarship
  • 1997 University of Western Sydney, research grant

PhD and master's project opportunities

Selected grants

2014

  • Second Language Processing: Development, variation and professional applications; Dyson B; University of Sydney/Faculty Research Support Scheme.

2013

  • Processability Theory and Feedback on Writing: A ‘teachability’ study of graduate students; Dyson B; University of Sydney/Faculty Research Incubator.

2010

  • Developing Research Literacy: An evidence-based approach to improving academic writing skills of Arts thesis writers; Dyson B; University of Sydney/Teaching and Learning Grant.

2009

  • Supporting Postgraduate Students' Writing; Mahboob A, Dyson B, Been B, Le Masurier M, Katz L; Faculty of Arts and Social Sciences/Small Teaching Improvement and Equipment (TIES) Grant.

Selected publications

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Journals

  • Dyson, B. (2016). EAP or Genre-based? A Comparison of two Curricular Approaches to the Preparation of International Students for University. University of Sydney Papers in TESOL, 11, 31-66.
  • Dyson, B. (2016). Variation, Individual Differences and Second Language Processing: A Processability Theory Study. Linguistic Approaches to Bilingualism, 6(4), 341-395. [More Information]
  • Dyson, B. (2014). Are Onshore Pathway Students Prepared for Effective University Participation? A Case Study of an International Postgraduate Cohort. Journal of Academic Language and Learning, 8(2), A-28-A-42.
  • Dyson, B. (2010). Learner Language Analytic Methods and Pedagogical Implications. Australian Review of Applied Linguistics, 33(3), 30.1-30.21. [More Information]
  • Dyson, B. (2010). On Sociocognitive Approaches to Second Language Pedagogy [Editorial]. Australian Review of Applied Linguistics, 33(3), 25.1-25.11. [More Information]
  • Dyson, B. (2010). Review of J. F. Lee and A. G. Benati, (2010). Second language processing and Delivering processing instruction. Australian Review of Applied Linguistics, 33(1), 10.1-10.5.
  • Dyson, B. (2009). Processability theory and the role of morphology in English as a second language development: a longitudinal study. Second Language Research, 25(3), 355-376. [More Information]
  • Dyson, B. (2009). Understanding trajectories of academic literacy: how could this improve diagnostic assessment? Journal of Academic Language and Learning, 3(1), A25-A69.
  • Dyson, B. (2008). SA and Pedagogy: Bio-Social Approaches - A Colloquium. ATESOL Newsletter, 34(3), 7-8.
  • Dyson, B. (2008). What we can learn from questions: ESL question development and its implications for language assessment. Prospect: an Australian journal of TESOL, 23(1), 16-27.
  • Dyson, B. (2002). Book Review: Interfaces between second language acquisition and language testing research. Prospect: an Australian journal of TESOL, 17(1), 102-106.
  • Dyson, B. (2002). Focus on Learnable Form an a Communicative Context: A Framework for Second Language Acquisition in the Classroom. Australian Review of Applied Linguistics, 5(1), 53-71.
  • Dyson, B. (2002). Focus on learnable form in a communicative context: a framework for second language acquisition in the classroom. Australian Review of Applied Linguistics, 25(1), 53-70.
  • Dyson, B. (2002). Review of 'Interfaces between Second Language Acquisition and Language Testing Research'. Prospect: an Australian journal of TESOL, 17(1), 102-106.
  • Dyson, B. (1996). The Debate on Form-focused Instruction: A Teacher's Perspective. Australian Review of Applied Linguistics, 19(2), 59-78.
  • Dyson, B. (1995). A Teacher's Perspective on Form-focused Instruction. Australian Studies in Language Acquisition, 3, 1-15.

Report

  • Dyson, B. (2011). A Report on an evaluative study of the Centre for English Teaching.
  • Dyson, B. (2011). English language entry pathways: innovations, outcomes and future directions - Report on the Symposium.

2016

  • Dyson, B. (2016). EAP or Genre-based? A Comparison of two Curricular Approaches to the Preparation of International Students for University. University of Sydney Papers in TESOL, 11, 31-66.
  • Dyson, B. (2016). Variation, Individual Differences and Second Language Processing: A Processability Theory Study. Linguistic Approaches to Bilingualism, 6(4), 341-395. [More Information]

2014

  • Dyson, B. (2014). Are Onshore Pathway Students Prepared for Effective University Participation? A Case Study of an International Postgraduate Cohort. Journal of Academic Language and Learning, 8(2), A-28-A-42.

2011

  • Dyson, B. (2011). A Report on an evaluative study of the Centre for English Teaching.
  • Dyson, B. (2011). English language entry pathways: innovations, outcomes and future directions - Report on the Symposium.

2010

  • Dyson, B. (2010). Learner Language Analytic Methods and Pedagogical Implications. Australian Review of Applied Linguistics, 33(3), 30.1-30.21. [More Information]
  • Dyson, B. (2010). On Sociocognitive Approaches to Second Language Pedagogy [Editorial]. Australian Review of Applied Linguistics, 33(3), 25.1-25.11. [More Information]
  • Dyson, B. (2010). Review of J. F. Lee and A. G. Benati, (2010). Second language processing and Delivering processing instruction. Australian Review of Applied Linguistics, 33(1), 10.1-10.5.

2009

  • Dyson, B. (2009). Processability theory and the role of morphology in English as a second language development: a longitudinal study. Second Language Research, 25(3), 355-376. [More Information]
  • Dyson, B. (2009). Understanding trajectories of academic literacy: how could this improve diagnostic assessment? Journal of Academic Language and Learning, 3(1), A25-A69.

2008

  • Dyson, B. (2008). SA and Pedagogy: Bio-Social Approaches - A Colloquium. ATESOL Newsletter, 34(3), 7-8.
  • Dyson, B. (2008). What we can learn from questions: ESL question development and its implications for language assessment. Prospect: an Australian journal of TESOL, 23(1), 16-27.

2002

  • Dyson, B. (2002). Book Review: Interfaces between second language acquisition and language testing research. Prospect: an Australian journal of TESOL, 17(1), 102-106.
  • Dyson, B. (2002). Focus on Learnable Form an a Communicative Context: A Framework for Second Language Acquisition in the Classroom. Australian Review of Applied Linguistics, 5(1), 53-71.
  • Dyson, B. (2002). Focus on learnable form in a communicative context: a framework for second language acquisition in the classroom. Australian Review of Applied Linguistics, 25(1), 53-70.
  • Dyson, B. (2002). Review of 'Interfaces between Second Language Acquisition and Language Testing Research'. Prospect: an Australian journal of TESOL, 17(1), 102-106.

1996

  • Dyson, B. (1996). The Debate on Form-focused Instruction: A Teacher's Perspective. Australian Review of Applied Linguistics, 19(2), 59-78.

1995

  • Dyson, B. (1995). A Teacher's Perspective on Form-focused Instruction. Australian Studies in Language Acquisition, 3, 1-15.

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