Adjunct Associate Professor Susan Feez

Adjunct Associate Professor, English, Literacies and Languages Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Susan Feez

Email: sfeez@une.edu.au

Biography

Susan Feez is a member of the English, Literacies and Languages Education (ELLE) team within the School of Education. She specialises in English language and literacy education and educational lingustics. Susan also has expertise in the field of Montessori education.

Qualifications

PhD (Syd); MEd: Language in Education (Syd); Dip Ed: Infants/Primary (Armidale CAE); Dip Ed: TESOL (Latrobe); BA (Qld)

Specialist Training

Certificate in Adult TESOL (ACL, Sydney)
Diploma in Montessori Elementary Education (Association Montessori Internationale, Bergamo, Italy)
Diploma in Montessori Early Childhood Education (Sydney Montessori Teachers' College)

Research Interests

Language and literacies development
Language and literacies pedagogy and assessment
Literacy demands of the curriculum, including multiliteracies
Multimodal representations of curriculum knowledge
Applications of social semiotics, systemic-functional linguistics and the sociology of pedagogy in education
Montessori education
English as an Additional Language (EALD) education/TESOL

Publications

Feez, S. (2023). Perceiving, labelling and knowing: Mediating educational meanings through multimodal dialogue in Montessori early years education. In A. Thwaite, A. Simpson, and P. Jones (Eds.). Dialogic pedagogy: Discourse in contexts from pre-school to university (pp. 35-51). Routledge.

Feez, S. and Morgan, A-M. (2023). Montessori in a plurilingual world. In A. Murray, E-M. T. Ahlquist, M. McKenna and M. Dibs (Eds.). The Bloomsbury handbook of Montessori education (pp. 489-502). Bloomsbury Publishing.

Feez, S. & Harper, H. (2021). Learning and teaching English as an additional language or dialect in mainstream classrooms. In Harper, H., & Feez, S. (Eds.) An EAL/D Handbook: Teaching and learning across the curriculum when English is an additional language or dialect (pp. 1-39). Newtown, NSW: Primary English Teaching Association Australia (PETAA).

Harper, H., & Feez, S. (Eds.) (2021). An EAL/D Handbook: Teaching and learning across the curriculum when English is an additional language or dialect. Newtown, NSW: Primary English Teaching Association Australia (PETAA).

Feez, S. (2020). Bringing more than a century of practice to writing pedagogy in the early years. In H. Chen, D. Myhill, & H. Lewis (Eds.). Developing writers across the primary and secondary years: Growing into writing (pp. 60-77). London & New York: Routledge.

Feez, S. (2019). The alphabetic principle: an orientation. In R. Cox, S. Feez, & L. Beveridge (Eds.). The Alphabetic principle and beyond:  Surveying the landscape (pp. 14-31). Newtown, NSW: Primary English Teaching Association Australia (PETAA).

Cox, R., Feez, S., & Beveridge, L . (2019). Teaching the alphabetic principle: some tentative steps forward. In R. Cox, S. Feez, & L. Beveridge (Eds.). The Alphabetic principle and beyond:  Surveying the landscape (pp. 166-183). Newtown, NSW: Primary English Teaching Association Australia (PETAA). [Educational Publishing Awards Australia 2019: Winner for the Primary: Reference Resource category]

Cox, R., Feez, S., & Beveridge, L . (2019). Reading: An essential activity in our society. In R. Cox, S. Feez, & L. Beveridge (Eds.). The Alphabetic principle and beyond: Surveying the landscape (pp. 2-13). Newtown, NSW: Primary English Teaching Association Australia (PETAA).

Cox, R., Feez, S., & Beveridge, L. (Eds.) (2019).  The Alphabetic principle and beyond: Surveying the landscape. Newtown, NSW: Primary English Teaching Association Australia (PETAA).

Adlington, R. & Feez, S. (2019). Reading, writing and co-authorship in blogs. Australian Journal of Language and Literacy, 42(1), 5-16.

Feez, S. (2019). Multimodality in the Montessori classroom. In H. de Silva Joyce & S. Feez (Eds.). Multimodality across Classrooms: Learning about and through different modalities (pp. 30-48). New York & London: Routledge.

de Silva Joyce, H. & Feez, S. (Eds.). (2019). Multimodality across Classrooms: Learning about and through different modalities. New York & London: Routledge.

Feez, S. & Zhang, Z. (2018). Learning Genres. In A. Burns & J. C. Richards (Eds.). The Cambridge Guide to Learning English as a Second Language (pp. 233-242). Cambridge, UK: Cambridge University Press.

Whitehead, K. & Feez, S. (2018). Transnational Advocacy in Education: Maria Montessori's Connections with Australian Women. Annali di storia dell'educazione e delle istituzioni scolastiche [Annals of the history of education and educational institutions], 25, 181-196.

Cochrane Bond, I. & Feez, S. (2018). Dialogue about language and games-based pedagogy. In P. Jones, A. Simpson, & A. Thwaite (Eds.). Talking the Talk: Snapshots from Australian Classrooms (pp. 20-34). Newtown NSW: Primary English Teaching Association Australia.

Feez, S. (2017). Talking to learn in and out of the classroom. In A. S. Flint, L. Kitson, K. Lowe, K. Shaw, S. Feez, S. Humphrey, & M. Vicars, Literacy in Australia (pp. 32–71). Milton, Queensland: John Wiley & Sons.

Feez, S. & Cox, R. (2017). Understanding research and evidence: a guide for teachers. PETAA Paper 209. Newtown NSW: Primary English Teaching Association Australia.

Feez, S., & Quinn, F. (2017). Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers. Teaching and Teacher Education 65, 192-204.

Feez, S. (2016). The literacy demands of the teaching workplace. In de Silva Joyce, H. (Ed.). Language at Work: Analysing Language Use in Work, Education, Medical and Museum Contexts (pp. 129-144). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Humphrey, S., & Feez, S. (2016). Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy, 39(3), 207-219.

Clary, D., & Feez, S. (2015). Remembering Nea Stewart-Dore: Reading and writing the (school) world. Literacy Learning: The Middle Years, 23(3), 16-27.

Clary, D., Feez, S., Garvey, A., & Partridge, R. (2015). From little things big things grow: enhancing literacy learning for secondary students in rural and regional Australia. Australian and International Journal of Rural Education, 25(1), 26-37.

de Silva Joyce, H., & Feez, S. (2015). Exploring Literacies: Theory, Research and Practice. London: Palgrave Macmillan.

Feez, S., & Sims, M. (2015). Early childhood education in Australia: Maybanke's legacy in the 21st century. Sydney: Sydney Community Foundation.

Feez, S. (2014). Kids choose their own work in a Montessori classroom. The Conversation (10th July 2014). Available at: https://theconversation.com/kids-choose-their-own-work-in-a-montessori-classroom-26452

de Silva Joyce, H., Feez, S., Chan, E., & Tobias, S. (2014). Investigating the Literacy, Numeracy and ICT Demands of Primary Teacher Education. Australian Journal of Teacher Education, 39(9). DoI: http://dx.doi.org/10.14221/ajte.2014v39n9.9

Feez, S. (2013). Montessori: The Australian Story. Sydney: UNSW Press.

Feez, S., with Quade, L., Montessori, C., & Verheul, J. (Eds.) (2013). The 1913 Rome Lectures: first International training course - by Maria Montessori. Amsterdam: Montessori-Pierson Publishing Company.

Butt, D., Fahey, R., Feez, S., & Spinks, S. (2012). Using Functional Grammar: An Explorer's Guide (3rd ed.). Melbourne: Palgrave Macmillan.

de Silva Joyce, H., & Feez, S. (2012). Text-based language and literacy education: Programming and methodology. Sydney: Phoenix Education.

Feez, S., Miller, J., & Tyne, M. (2012). A National Montessori Curriculum Report. The North American Montessori Teachers’ Association (NAMTA) Journal Special Issue, 37(1), pp. 1-307.

Humphrey, S., Droga, L., & Feez, S. (2012). Grammar and Meaning. Newtown, NSW: Primary English Teaching Association Australia.

Ngo, T., Unsworth, L., & Feez, S. (2012). Enhancing expressions of attitudes: Achieving equality for international students in everyday communication. TESOL in Context, v. Special Edition S3, TESOL as a Global Trade: Ethics, Equity and Ecology, 1-10.

Feez, S. (2011). Discipline and freedom in early childhood education, In F. Christie & K. Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives. London and New York: Continuum.

Feez, S. (2010). Montessori and Early Childhood. London: Sage.

Feez, S., & Miller, J. (Eds.) (2010). Montessori National Curriculum. Sydney: Montessori Australia Foundation.

de Silva Joyce, H., & Feez, S. (2008). Researching the language links between school and work. Prospect: An Australian Journal of TESOL 23(2), 23-46.

Feez, S. (2009). Learning to read through grammar. Communications: Journal of the Association Montessori Internationale,1, 21-32.

Feez, S. (2008). Multimodal representation of educational meanings in Montessori pedagogy. In L. Unsworth (Ed.), Multimodal Semiotics: Functional Analysis in Contexts of Education. London and New York: Continuum.

Feez, S., Iedema, R., & White, P. (2008). Media Literacy (2nd edition). Sydney: NSW AMES.

Feez, S. (2008). Reviewing reading pedagogy through the lens of a stratified model of language. In C. Wu & C. M. I. M. Matthiessen, & M. Herke (Eds.). Proceedings of 35th International Systemic Functional Congress Voices around the World. Sydney: The 35th ISFC Organizing Committee.

de Silva Joyce, H. & Feez, S. (2004) Developing writing skills - Book 1. Sydney: Phoenix Education.

de Silva Joyce, H., & Feez, S. (2004). Developing writing skills - Book 2. Sydney: Phoenix Education.

Feez, S. (2002). Heritage and innovation in second language education. In A. Johns (Ed.), Genres in the classroom (pp. 43-70). Mahwah, NJ: Erlbaum.

Feez, S. (2001). Curriculum Evolution in the Australian Adult Migrant English Program. In D. R. Hall & A. Hewings (Eds.), Innovation in English language teaching: a reader (pp. 208-228). London & New York: Routledge.

Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using Functional Grammar: An Explorer's Guide. Sydney: National Centre for English Language Teaching and Research (NCELTR), Macquarie University.

de Silva Joyce, H., & Feez, S. (2000). Creative Writing Skills: Literary and media text types. Sydney: Phoenix Education.

Feez, S. (1998). Text-based Syllabus Design. Sydney: National Centre for English Language Teaching and Research (NCELTR), Macquarie University.

Feez, S., & Joyce, H. (1998). Writing Skills: Narrative and factual text types. Sydney: Phoenix Education.

Conference papers

Feez, S., & Clary, D. (2016). ‘Genre and literacy education at a regional secondary school in the 21st century’. Contribution to Secondary Symposium at Australian Systemic Functional Linguistics Conference (Australian Catholic University, 27-29 October).

Feez, S., & Morgan, A-M. (2016). ‘Grammatics making phonics meaningful in the early years’. Paper presented at Australian Systemic Functional Linguistics Conference (Australian Catholic University, 27-29 October).

Feez, S., & de Silva Joyce, H. (2015). ‘Clearing pedagogic pathways through the literacy research jungle’. Paper presented at Australian Systemic Functional Linguistics Conference (University of Queensland, 29 September – 1 October).

Feez, S. (2014). 'Grammatics in the early years'. Invited plenary presentation at the Australian Systemic Functional Linguistics Conference (University of New South Wales, October 2014).

Feez, S. (2013). ‘Postcards from the PRF: Transporting knowledge about language from the academy to the classroom’. Paper presented at the 39th International Systemic Functional Congress, Sydney.

Feez, S. (2013). Lillian de Lissa and Maria Montessori: Their Legacy for South Australia’s Children. The de Lissa Oration, University of South Australia. Available at: https://www.youtube.com/watch?v=ONffSx4QePU

Feez, S. (2013). 'A century of learning to read through grammar'. Paper presented at Brave New World AATE/ALEA National Conference, QUT Brisbane, 4-7 July.

Feez, S. (2012).' A century of Montessori education in Australia'. Paper presented at Building, Books and Blackboards: Intersecting Narratives. Australian and New Zealand History of Education Society (ANZHES), RMIT, Melbourne, 28th November-1st December 2012.

Feez, S. (2010). 'Catching waves of meaning: multimodal redundancy in early years pedagogy'. Fifth International Conference on Multimodality, UTS, 1st – 3rd December 2010.

Feez, S. (2009).  'Grammatics by way of visual images in teacher education'. Paper presented at Australian Systemic Functional Linguistics Conference (Queensland University of Technology 30th September – 2nd October 2009).

Feez, S. (2008). 'Discipline, liberty and pedagogy: mapping pathways towards social and cultural independence through the regulation of activity and attention in a Montessori classroom'. Invited plenary presentation at a symposium on Disciplinarity, Knowledge and Language (University of Sydney, December 2008).

Curriculum Materials

Feez, S. & Miller, J. (2011). Montessori National Curriculum. Sydney: Montessori Australia Foundation

Feez, S. (2007). On the same basis - Disability Standards for Education: A training package for the NSW ACE Sector. Sydney: NSW Board of Adult and Community Education.

Feez, S., & Kirkbright, C. (2006). It's a hard road to hoe but you gotta start somewhere: Designing a community language project. Sydney: NSW Board of Adult and Community Education.

Feez, S., Hagan, P., & Joyce, H. (1992). Advanced Certificate in Spoken and Written English. Sydney: NSW AMES.

Thesis

Feez, S. (2007). Montessori's Mediation of Meaning: a Social Semiotic Perspective (Unpublished PhD thesis. University of Sydney, 2007) [Available at: http://hdl.handle.net/2123/1859 ]

Memberships

Australian Systemic Functional Linguistics Association  (ASFLA)
Australian Literacy Educators' Association (ALEA)
PETAA – Primary English Teaching Association of Australia
Association for Teaching English to Speakers of Other Languages (ATESOL NSW)
Australian Council of TESOL Associations (ACTA)
Association Montessori Internationale (AMI)