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 Linguistics, Second Language Acquisition, academic/thesis writing and pedagogy in universities, including Macquarie and Western Sydney. She has also taught English as a Second Language in adult education and secondary schools.

Bronwen's research focuses on the learning and teaching of English as a Second Language (ESL). The major strand of her research adopts Processability Theory, a cognitive theory of Second Language Acquisition. From this viewpoint, some of the key questions which Bronwen’s research has examined are: How do learners acquire the grammar of English? How do they vary within the process? How can teaching and feedback guide the process of acquisition? How similar (or different) are the acquisition of speaking and the acquisition of writing? Is the process of language development reflected in language loss? From a socio-cognitive perspective, she has also examined questions specifically relating to writing, including: Can criteria for writing improve written development? How similar and different are supervisor and writing advisor feedback?

Current projects

  • Language progression and regression (SSSHARC Huddle, to be held in October 2019 on ‘Linguistics and aphasia: Is Processability Theory relevant?)
  • Are speech and writing teachable? Re-examining developmental constraints on pedagogy (in press). Teachability and Learnability Across Languages. (Edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde, Jörg-U Keßler). John Benjamins 'Processability Approaches to Language Acquisition Research and Teaching (PALART) series.
  • A language processing perspective Dynamic variation in second language acquisition: A language processing perspective(single-author book in preparation, to be submitted to John Benjamins 'Processability Approaches to Language Acquisition Research and Teaching (PALART) series.)

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

  • English language entry pathways: innovations, outcomes and future directions; Dyson B; Association for Academic Language and Learning/AALL Research and Resource Development Grant.
  • 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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Books

  • Dyson, B., Hakansson, G. (2017). Understanding Second Language Processing: A Focus on Processability Theory. Amsterdam: John Benjamins Publishing Company. [More Information]

Book Chapters

  • Dyson, B. (2019). Are speech and writing teachable? (forthcoming). In Ragnar Arntzen, Gisela Hakansson, Arnstein Hjelde, Jorg-U. Kebler (Eds.), Teachability and Learnability across Languages, (pp. 72-93). Amsterdam: John Benjamins Publishing Company. [More Information]
  • Dyson, B. (2018). Developmental sequences. In John I. Liontas (Eds.), The TESOL Encyclopedia of English Language Teaching, (pp. 1-8). Oxford: Wiley.

Journals

  • Dyson, B. (2019). A criterion-based approach to oral feedback on thesis writing: An analysis of supervisor and academic literacy advisor feedback. Australian Review of Applied Linguistics.
  • 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.

2019

  • Dyson, B. (2019). A criterion-based approach to oral feedback on thesis writing: An analysis of supervisor and academic literacy advisor feedback. Australian Review of Applied Linguistics.
  • Dyson, B. (2019). Are speech and writing teachable? (forthcoming). In Ragnar Arntzen, Gisela Hakansson, Arnstein Hjelde, Jorg-U. Kebler (Eds.), Teachability and Learnability across Languages, (pp. 72-93). Amsterdam: John Benjamins Publishing Company. [More Information]

2018

  • Dyson, B. (2018). Developmental sequences. In John I. Liontas (Eds.), The TESOL Encyclopedia of English Language Teaching, (pp. 1-8). Oxford: Wiley.

2017

  • Dyson, B., Hakansson, G. (2017). Understanding Second Language Processing: A Focus on Processability Theory. Amsterdam: John Benjamins Publishing Company. [More Information]

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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