Simon Borg

Simon Borg

Simon Borg has been involved in English language teaching (ELT) for 30 years, working in a range of international contexts, and is recognised for his work on teacher cognition, teacher education, professional development and teacher research.

After 15 years at the University of Leeds, where he was a Professor of TESOL, he now works as an ELT Consultant with a particular focus on designing, facilitating and evaluating language teacher professional development initiatives. Contexts, where he has recently worked on teacher development projects, are Azerbaijan, Ukraine, India, Myanmar, Egypt, Libya, Sudan, and Syria. Simon is also a Professor II of English at Western Norway University of Applied Sciences. More information about his work (and his blog) is available at http://simon-borg.co.uk. 

His recent publications include:

Borg, S. (2019). Language teacher cognition: Perspectives and debates. In A. Xuesong (Ed.), Second handbook of English language teaching. Cham, Switzerland: Springer. DOI: https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-58542-0_59-1 

Borg, S. (2019). The impact of language teacher professional development. In G. Barkhuizen (Ed.), Qualitative research topics in language teacher education (pp. 44-49). London: Routledge.

Borg, S., & Alshumaimeri, Y. (2018). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38. DOI: 10.1177/1362168817725759

Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2) 195-216 DOI: 10.1177/0033688218784371

Borg, S. (2018). Teacher evaluation: Global perspectives and their implications for English language teaching. A literature review. Delhi: British Council.

Borg, S. (2018). Teachers’ beliefs and classroom practices. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 75-91). London: Routledge.

Borg, S., Clifford, I., & Htut, K. P. (2018). Having an Effect: Professional development for teacher educators in Myanmar. Teaching and Teacher Education, 72, 75-86. DOI: https://doi.org/10.1016/j.tate.2018.02.010 [open access]

Borg, S., & Edmett, A. (2018). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655-679. DOI: https://doi.org/10.1177/1362168817752543 [open access]

Parnham, J., Gholkar, R., & Borg, S. (2018). Using WhatsApp for peer support in a mentoring program. The Teacher Trainer, 32(1), 1-7. 

Borg, S. (2018). Improving the feasibility of teacher research. In D. Xerri & C. Poquinto (Eds.), Becoming research literate: Supporting teacher research in English language teaching (pp. 19-23). Sursee, Switzerland: English Teachers Association Switzerland.