Dr Gregory Hadley

Department of Linguistics and Communication
Teaching Fellow

Contact details

Email: g.s.hadley.1@bham.ac.uk

Address: Frankland Building
University of Birmingham
Edgbaston
Birmingham
B15 2TT
UK

Gregory Hadley received his PhD in Applied Linguistics from the University of Birmingham (UK), where his primary focus was in the Sociology of English Language Teaching. A Professor of Sociolinguistics and Western Cultural Studies at Niigata University, Japan, and a Visiting Fellow at the University of Oxford, he is also the author of English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory (Springer, 2015) and Grounded Theory for Applied Linguistics: A Practical Guide (Routledge 2017).

Qualifications

University of Birmingham (UK), PhD, (Applied Linguistics. Focus: Sociology of English Language Education), 2012.
University of Birmingham (UK). Master of Arts, (TEFL/TESL), 1997.

Biography

2014 to Present: Professor of Sociolinguistics and Western Cultural Studies, Department of Humanities, Niigata University, Japan

2021 to Present: Teaching Fellow (Fractional) English Language and Applied Linguistics, The University of Birmingham, England

2012 to Present: Visiting Fellow, Kellogg College, The University of Oxford, England

2002 to 2021: Distance Tutor, English Language and Applied Linguistics, The University of Birmingham, England

2000 to 2014: Professor of TESOL and American Cultural Studies, Niigata University of International and Information Studies, Niigata, Japan.

Summer 2000, 2002, 2006 to 2008: ESP Tutor, English for International Students' Unit, The University of Birmingham, England.

Teaching

MA TESOL Distance Modules, Master’s Level Dissertation Supervision

Publications

Recent publications

Book

Hadley, G & Boon, A 2022, Critical Thinking. Research and Resources in Language Teaching, 1st edn, Routledge, New York. https://doi.org/10.4324/9780429059865

Hadley, G 2015, English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory. Educational Lingusitics, Springer. <https://link.springer.com/book/10.1007%2F978-3-319-10449-2>

Hadley, G 2014, Global Texbooks in Local Contexts: An Empirical Investigation of Effectiveness.

Article

Charles, M & Hadley, G 2022, 'Autonomous corpus use by graduate students: a long-term trend study (2009–2017)', Journal of English for Academic Purposes, vol. 56, 101095. https://doi.org/10.1016/j.jeap.2022.101095

Hadley, G & Grogan, M 2022, 'Using repertory grids as a tool for mixed methods research: a critical assessment', Journal of Mixed Methods Research. https://doi.org/10.1177/15586898221077569

Hadley, G 2003, 'Relating the Curriculum to Regional Concerns: A Japanese Case Study', GEMA Journal, vol. 3, no. 2.

Chapter

Hadley, G 2020, Grounded theory method. in J McKinley & H Rose (eds), The Routledge Handbook of Research Methods in Applied Linguistics. 1st edn, Routledge Handbooks in Applied Linguistics, Routledge. https://doi.org/10.4324/9780367824471-23

Hadley, G 2019, Critical Questions in English for Academic Purposes. in G Barkhuizen (ed.), Qualitative Research Topics in Language Teacher Education. Routledge. https://doi.org/10.4324/9780429461347-19

Hadley, G 2018, Learning Through Textbooks. in The Cambridge Guide to Learning English as a Second Language.

Hadley, G 2017, The games people play: a critical study of ‘Resource leeching’ among ‘Blended’ English for academic purpose professionals in neoliberal universities. in M-C Flubacher & A Del Percio (eds), Language, Education and Neoliberalism: Critical Studies in Sociolinguistics. Multilingual Matters. https://doi.org/10.21832/FLUBAC8682, https://doi.org/10.21832/9781783098699-012

Book/Film/Article review

Hadley, G 2022, 'Book review: Language Incompetence: Learning to Communicate Through Cancer, Disability, and Anomalous Embodiment, CanagarajahLondon, (UK), and New York (USA): Routledge, 2021. xv + 220', TESOL Quarterly. https://doi.org/10.1002/tesq.3194

Hadley, G 2022, 'Media review: Advancing Grounded Theory with Mixed Methods', Journal of Mixed Methods Research, vol. 16, no. 3, pp. 381-383. https://doi.org/10.1177/15586898221083765

View all publications in research portal