My research is centred around social issues in ELT, particularly related to native-speakerism and other aspects of student and teacher identity. I am also interested in group dynamics and student interaction in the classroom.
- Lowe, R. & Lawrence, L. (Eds.) (Forthcoming). Duoethnography in English Language Teaching: Research, Reflection, and Classroom Application. Bristol, UK: Multilingual Matters.
- Lawrence, L., & Nagashima, Y. (in press). The intersectionality of gender, sexuality, race and native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education.
- Lowe, R. J., & Lawrence, L. (2018). Native-speakerism and 'hidden curricula' in ELT training: A duoethnography. Journal of Language and Discrimination, 2 (2) 162-187
- Lawrence, L. (2016). Responsibility without power: Native-speaker experiences of team teaching in Japanese secondary schools. In F. Copland, S. Garton, & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes. (pp. 21-37). London, UK: British Council.
- Lawrence, L. (2017). Transforming classes through group dynamics: From theory to practice. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.
- Lawrence, L. (2017). The role of student-led social media use in group dynamics. The Language Teacher 41 (5), 17-22.
Hello, my name is Luke and I've been teaching in Japan since 2002. My lessons are focused on communication and using the strengths of students own knowledge and interests to make the lessons as useful and interesting as possible.