BA, MA (AppLing), PhD (Syd), DipEd (Syd)

Associate Professor
Academic area: Language and Literacy

Telephone: +61 2 9514 3741
Email: Jenny.Hammond@uts.edu.au
Room: CB10.5.588
Campus: City - CB10 Building

Jennifer Hammond is an Associate Professor in the Education. She was previously Director of the Centre for Language and Literacy and is currently Director of the Language and Literacy program within the Faculty of Education. Her research interests include literacy development of school and adult students; the role of classroom talk in constructing curriculum knowledge; implications of language and literacy policies; and most recently the place of 'scaffolding' in socially and linguistically oriented theories of teaching and learning. She is currently coordinating a linkage project, with the Multicultural Programs Unit, NSW DET, entitled Putting Scaffolding to Work: New Perspectives in ESL Education.

Research Areas:
Recent Research Grants include:

2001 - 2003	Putting Scaffolding to Work in Language and Literacy Education: New Perspectives in ESL Education. (with P.Gibbons) SPIRT Grant, Funded by ARC, $88,000 (Industry Partner, Multicultural Programs Unit, NSW Department of Education and Training, $88,000);
1999 - 2000	Mapping the Basics: Crises and Debates in Literacy Education (with M. Macken-Horarik). Funded by UTS Incentive Grant, $25,000;
1998 - 1999	Articulating the Basics in Literacy Education: Literacy Crises and Teaching Knowledge about Language (with M.Macken-Horarik). Funded by UTS Internal Research Grant, $13,000;

Publications:
Hammond J. (ed) (2001) Scaffolding: Teaching and Learning in Language and Literacy Education. Sydney, Primary English Teaching Association.

Hammond J. and P. Gibbons (2001) What is Scaffolding? In J. Hammond (ed) Scaffolding: Teaching and Learning in Language and Literacy Education. Sydney, Primary English Teaching Association.

Hammond J. (2001) Scaffolding and Language. In J. Hammond (ed) Scaffolding: Teaching and Learning in Language and Literacy Education. Sydney, Primary English Teaching Association.

Hammond J. & B. Derewianka (2001) Genre. In D. Nunan & R. Carter (eds) The Cambridge Guide to Teaching English to Speakers of Other Language, Cambridge, Cambridge University Press.

Hammond J. (2001) Literacies in School Education in Australia: Disjunctions between Policy and Research. Language and Education , Special Issue: New Directions in Literacy Research: Policy, Pedagogy, Practice, vol 15, nos 2 and 3.

Hammond J. & M. Macken Horarik (2001) Teachers' Voices, Teachers' Practices: Insider perspectives on literacy education. Australian Journal of Language and Literacy, vol 24, no 2, pp 112 – 132.

Hammond J (1999) (Guest editor, with Anne Burns) Thematic edition of Prospect: A Journal of Australian TESOL, on 'Implications of Commonwealth 'Literacy for All' Policy for ESL students and teaching'. vol 14, no 2.

Hammond J. & B. Derewianka (1999) ESL and literacy education: Revisiting the relationship. Prospect: A Journal of Australian TESOL, vol 14, no 2. pp 24 - 39

Hammond J. & M. Macken-Horarik (1999) Critical Literacy: Challenges and Questions for ESL Classrooms. TESOL Quarterly, vol 33, no 3 pp528 – 544.

Hammond J. (1999) Literacy crises and ESL education. The Australian Journal of Language and Literacy. vol 22, no 2. pp 120 - 134