Dr Julie Norton

Dr Julie NortonLecturer in Applied Linguistics


Tel: +44 (0)116 229 7541

Email: jen7@le.ac.uk





Personal details

  • BA (Hons) Sheffield
  • MPhil (Cambridge)
  • PhD (Cambridge)

My first degree was in French and German from the University of Sheffield. I obtained an MPhil and PhD in English and Applied Linguistics from the University of Cambridge and also have qualifications in teaching English (RSA Prep Cert and RSA Diploma in TEFL).

I have taught in France, Japan and the UK, at universities, companies and private language schools. I worked in Japan's second largest steel company, and was involved in instructing research scientists and businessmen in English, intercultural communication training, teacher training and editing scientific papers. I also taught at the British Council in Tokyo.

In France, I worked for International House and developed a self-access learning centre in an international pharmaceutical company. I also taught at the University of Paris V and the University Institute of Technology in Paris.

I joined the School of Education at the University of Leicester in 1997 and moved to the School of Arts in 2016. I teach on both the campus-based and distance learning MA Applied Linguistics and TESOL. I also supervise doctoral students. I am a founder member of the University of Leicester Lesson Study Research Group.

I was a member of the ELT Journal review panel from 2010- 2012. I am now a member of the editorial panel for The European Journal of Applied Linguistics and TEFL and TESOL Thailand.

I was External Examiner for the MLitt in English Language Teaching at the University of St Andrews, Scotland from 2010-2012 and was the External Examiner for the MSc in TESOL by distance learning programmes at the University of Aston from 2011-2015. I am currently External Examiner for MA TESOL programmes at Northumbria University, Newcastle, UK. 

I am co-author of the B1 Pre-Intermediate level of the flagship coursebook series, Navigate, published by Oxford University Press in January 2015. I toured the UK and France in May and June 2015 to talk to teachers about this publication. I gave plenary talks at IATEFL, Poland, 2015, at the 'Teachers Research!' conferences held at the University of Gediz in Izmir, Turkey in June, 2015 and June, 2016 and at Atilim University, Ankara, Turkey in November, 2016. In October, 2018, I visited Lima and gave professional development talks to 400 teachers at Britanico language schools where the Navigate coursebook series has been adopted.

I delivered the opening plenary, entitled 'Why do we need research-informed materials?' at the first International Symposium for Research in English Language Education at the University of Surcolombiana, Neiva, Colombia in November 2018, I also delivered a workshop, entitled '10 Practical Tips for Materials Development' for graduate students and academic staff.

In April, 2018, I was invited to give a workshop on materials development to graduate students and academic staff at the University of St Andrews. 


I teach on the MA Applied Linguistics and TESOL programmes for the following modules:

  • EN7010  Materials Design and Development in Language Teaching
  • EN7002  Second Language Teaching
  • EN7020  Intercultural Communication
  • EN7009  Course and Syllabus Design


Norton, J., Bjuland, R., Helgevold, N. (forthcoming) 'The role of collaborative planning - how to use joint planning as a learning process', (Chapter 5) in Cajkler, W. , Helgevold, N., and Larssen, D. (Eds.) Lesson Study in Initial Teacher Education. A Critical Perspective. Emerald Publishing.

Norton, J. (2018) ‘Lesson study: a collaborative vehicle for professional learning and practice development of ESP teachers in high education’ (Chapter 5) in Kırkgöz, Y. and Dikilitaş, K. (Eds.), Key Issues in English for Specific Purposes, Springer Verlag.

Sorton Larssen, D.L., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J. Wood, P., Baldry, F., Jakobsen, A., Bugge, H.R., Næsheim-Bjørkvik, G., Norton, J. (2018) "A literature review of lesson study in initial teacher education: Perspectives about learning and observation", International Journal for Lesson and Learning Studies, Vol. 7 Issue: 1, pp.8-22, https://doi.org/10.1108/IJLLS-06-2017-0030

Wood, P., Fox, A., Norton, J. and Tas, M. (2017) ‘The Experience of Lesson Study in the UK’, Palgrave International Handbook of Action Research: Palgrave.

Norton, J. (2015) 'Developing Speaking Skills: How are Current Theoretical and Methodological Approaches Represented in Course Books?' The European Journal of Applied Linguistics and TEFL. Special Issue: Materials in the ELT Classroom: Development, Use and Evaluation.Volume 4/2: 53-72.

Krantz, C. and Norton, J. (2015) Navigate Coursebook B1 Pre-Intermediate. Oxford: Oxford University Press.

Cajkler, W.; Wood, P.; Norton, J.; Pedder, D. & Xu, H. (2014) 'Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development.' Research Papers in Education (http://dx.doi.org/10.1080/02671522.2014.887139).

Cajkler, W. Wood, P. Norton, J. and Pedder, D. (2014) Lesson study as a vehicle for collaborative teacher learning in a secondary school. Professional Development in Education (http://dx.doi.org/10.1080/19415257.2013.866975).

Cajkler, W., Wood, P., Norton, J and Pedder, D. (2013) Lesson Study: towards a collaborative approach to learning in Initial Teacher Education? Cambridge Journal of Education 43/4: 537-554.

Norton, J.E. (2013) Performing Identities in Speaking Tests: Co-construction Revisited. Language Assessment Quarterly 10/3: 309-330.

Norton, J.E. and Gieve, S. (2010) ‘The Erasure of Linguistic Difference in Media Representations of Encounters with Others on British Television’, Language Awareness 19/3: 205-225.

Gieve, S.N. and Norton, J.E. (2007) ‘Dealing with linguistic difference in encounters with Others on British television’ (pp188-212) in S. Johnson and A. Ensslin (Eds). Language in the Media: Theory and Practice. Continuum Press.

Norton, J.E. (2005) ‘The Paired Format of the Cambridge Speaking Tests’, English Language Teaching Journal 59/4 (pp287-297).


I am very interested in the development of language teaching materials, particularly with regard to the application of theory to practice, and the evaluation of language teaching materials. I have presented several conference papers on this topic at IATEFL.  I am currently co-editing the Routledge Handbook of Materials Development in Language Teaching.

During my doctoral work, I investigated the performance of Japanese candidates in the Cambridge Speaking Tests and am interested the development of oral fluency, and also the way that corpus research on spoken language is influencing methodology and materials development.

I also work in discourse analysis and have used this to explore the relationship between language, culture and identity, specifically the co-construction of identity in speaking tests and media contexts. I also draw upon discourse analysis to analyse teacher interaction in lesson study groups. I am particularly interested in how teachers collaborate and co-construct pedagogical knowledge.

My research interests include:

  • materials development in language teaching
  • Lesson Study
  • discourse analysis/conversation analysis
  • intercultural pragmatics
  • media representation of speakers of other languages

Research projects

I am working with the Lesson Study Research Group (LSRG) on a variety of different research projects related to Lesson Study. I am conducting research into various aspects of materials development (e.g. the relationship between theory and practice; creativity and expertise; versioning coursebooks and the publisher's role).

Doctoral Supervision

I am supervising doctoral research on materials development, listening comprehension in an EAP context and intercultural communication.

I am interested in supervising a range of topics related to my research interests. Below are some examples:

  • materials development for language teaching
  • lesson study
  • language and Identity
  • intercultural pragmatics

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