Projects per year
Personal profile
Research interests
I have been involved in English language teaching for over 20 years, working as an EFL teacher, lecturer, teacher educator and researcher in Argentina, Brazil and the UK. I specialise in socially situated teacher cognition, pre-service and in-service teacher education, critical pedagogies, and social justice research. I have a particular interest in teacher knowledge, beliefs and perceptions; how these are enacted in practice; and the personal, educational and professional experiences which influence their development.
One strand of my research focuses on language education, particularly in state sector schools located in socio-economically and socio-culturally marginalized contexts. For example, one of my latest projects investigated the pedagogical experiences and cognitive development of pre-service teachers of Portuguese during their teaching placements in state sector schools located in peripheral urban areas in São Paulo, Brazil (http://www.bath.ac.uk/projects/conceptualisations-of-pedagogical-contexts-and-development-of-appropriate-pedagogies/).
A second strand of my research investigates teaching and assessment practices in higher education. Three of my latest projects, for example, have focused on assessment feedback, exploring such issues as student agency, perceived notions of quality, tutor feedback mediators, and the role of tutor written feedback in supporting the development of academic writing literacy and of teacher language awareness.
I am a Senior Fellow of the Higher Education Academy (SFHEA) and a member of the Language and Educational Practices research cluster.
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
Education/Academic qualification
Doctor of Philosophy, An Investigation into the Relationships among Experience, Teacher Cognition, Context, and Classroom Practice in EFL Grammar Teaching in Argentina, University of Warwick
Award Date: 1 Jan 2010
Master of Arts, Building Up Learners’ Literary Reading Responses in ELT, Universidad de Jaén
Award Date: 1 Jan 2006
Bachelor of Arts, Universidad Nacional de Mar del Plata
Award Date: 1 Jan 1998
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Collaborations and top research areas from the last five years
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Student lived experiences of linguistic diversity in higher education.
Sanchez, S. (PI), Rodrigues, L. (CoPI), de Pietri, É. (CoI), Costas Batlle, I. (CoI), Grimshaw, T. (CoI) & Duboc, A. (CoI)
1/09/23 → 31/08/25
Project: Research-related funding
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H&SS Grant Capture Fund AY 2022/23: ESRC grant development and stakeholder mapping with a non-academic partner.
Sanchez, S. (CoI) & Costas Batlle, I. (PI)
1/03/23 → 31/07/23
Project: Research-related funding
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From social justice talk to social justice practice: Teaching practices and learning materials in English language education through collaborative action research.
Banegas, D. L. (PI), Sanchez, S. (CoI), San Martin, G. (CoI), Sacchi, F. (CoI) & Porto, M. (CoI)
2/05/22 → 30/04/24
Project: Research-related funding
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Towards a Model of Psychological Wellbeing for Teachers of English for Academic Purposes in Hong Kong
Consoli, S. (PI) & Sanchez, S. (CoI)
1/09/21 → 31/08/23
Project: Research-related funding
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Academic writing literacy: A cognitive development perspective.
Sanchez, S. (PI) & Dikilitaş, K. (Researcher)
1/04/16 → 30/06/17
Project: Other
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Bricolage for Innovative Qualitative Social Science Research: A Perspective on its Conceptual Hallmarks
Sanchez, S., Eski, M. & Costas Batlle, I., 26 Jul 2024, (E-pub ahead of print) In: Qualitative Inquiry.Research output: Contribution to journal › Article › peer-review
Open Access -
Editorial: social justice and language teacher education from Latin America
Banegas, D. L. & Sanchez, H. S., 31 Dec 2024, In: Teachers and Teaching: Theory and Practice. 30, 2, p. 131-138Research output: Contribution to journal › Article › peer-review
5 Citations (SciVal) -
Pedagogical intentions behind tutor written feedback: The perspectives and practices of an English language teacher educator in Argentina.
Sanchez, S. & Rodrigues, L., 31 May 2024, In: Journal of English for Academic Purposes. 69, 101370.Research output: Contribution to journal › Article › peer-review
Open Access1 Citation (SciVal) -
Teacher-written feedback in L2 writing education: Insights into student tensions and responses
Sanchez, S., 3 Sept 2024, In: Feedback Research in Second Language. 2, p. 58-80Research output: Contribution to journal › Article › peer-review
Open AccessFile108 Downloads (Pure) -
The impact of COVID-19 on elementary teachers’ relationships with students, parents, and other teachers
El-Metaal, K. & Sanchez, S., 25 Oct 2024, (E-pub ahead of print) In: Teachers and Teaching: Theory and Practice.Research output: Contribution to journal › Article › peer-review
Open Access