Chris Davison

Professor of Language and Literacy Education

Professor Chris Davison, a specialist in language education and school-based assessment, is Professor of Language and Literacy Education in the School of Education, University of New South Wales (UNSW). She was Head of the School for more than 10 years (2008-2019), and before that Associate Dean (Research) in the Faculty of Education at the University of Hong Kong (1999-2008). She has worked in teacher education, including at Melbourne and La Trobe University, for over 35 years, and before that, as an English and ESL teacher and consultant in primary and secondary schools, English language centres and the adult and community education sector in Australia and overseas. Chris has researched and published extensively on the interface between English as a mother tongue and ESL development, integrating language and content curriculum, and English language assessment, in leading international journals including TESOL Quarterly, Applied Linguistics, Language Assessment Quarterly, Language Testing and Linguistics and Education. Her books include a two volume handbook of teaching English internationally (Springer, with Jim Cummins) and a co-authored book on English language teaching innovation in China (HKU Press, with Xinmin Zheng). She is founding co-editor (with Andy Gao) of the Springer book series on English Language Education. With colleagues at the University of Hong Kong, Chris has completed the research and development of a range of oral school-based assessment initiatives for the Hong Kong Examinations and Assessment Authority, and also worked over a number of years with the Ministries of Education in Singapore and in Brunei on integrating assessment for learning into their new curricula. She has just completed a multimillion dollar project researching and developing an online assessment resource centre for assessing and teaching EAL learners in Victorian schools, funded by the Department of Education and Training (DET), Catholic Education and Independent Schools Victoria. She has conducted many in-service programs and consultancies with educational systems in the Asian region, including Singapore, Laos, Vietnam, Taiwan, Indonesia, Philippines, Japan, Hong Kong, Thailand and China. Chris has been actively involved in an extensive range professional associations and community organizations throughout her career, including undertaking stints as President of the Australian Council of TESOL Association, Chair of the Australian Literacy Federation, Chair of the TESOL International Research Committee and most recently, Chair of the NSW Board of Studies, Teaching and Educational Standards Initial Teacher Education Committee and President of the NSW Council of Deans of Education. She is currently a member of the ALAA Executive and a former Editor in Chief of the Australian Review of Applied Linguistics. Chris is recipient of a number of awards, most recently for Outstanding Contributions to Teacher Education and to TESOL, awarded by the Australian Council of Deans of Education in 2016, the Ralph Rawlinson Award for Outstanding Contributions to the Education of Students with Disadvantage at the International Level in 2017, and the Dean's Research Leadership Award and ARC Outstanding Supervisor Award in 2018. 



Zheng X; Davison C, 2008, Changing Pedagogy Analysing ELT Teachers in China, Original, Continuum International Publishg Group, New York
Book Chapters
2018, 'Using assessment to promote learning: Clarifying constructs, theories and practices.', in Davies J; Norris J (ed.), Useful assessment and evaluation in language education., edn. Georgetown University Round Table on Languages and Linguisti, Georgetown University Press, Washington DC, pp. 75 - 92
Davison C; Ollerhead S, 2018, 'But I’m not an English teacher! Disciplinary literacy in Australian science classrooms.', in Tang K-S; Danielsson K (ed.), Global developments in literacy research for science education, edn. 1, Springer International Publishing,
Davison CM, 2015, 'Collaboration between English language and content teachers: Breaking the boundaries', in Tajino A; Stewart T; Dalsky D (ed.), Team Teaching and Team Learning: Collaboration for Innovation in Language Classrooms, Routledge, New York, pp. 51 - 66,
Davison C, 2013, 'Innovation in assessment: common misconceptions and problems', in Hyland K; Wong LL C (ed.), Innovation and change in English language education, edn. 1, Routledge, Oxon, pp. 263 - 275
Davison C; Hamp-lyons L, 2010, 'The Hong Kong Certificate of Education: School-based assessment reform in Hong Kong English language education', in Cheng L; Curtis A (ed.), English Language Assessment and the Chinese Learner, edn. Original, Routledge, New York, pp. 248 - 264
Davison C; Adamson B, 2008, 'English language teaching in Hong Kong primary schools: Innovation and resistance', in Murray DE (ed.), Planning Change, Changing Plans: Innovations in Second Language Teaching, edn. Original, The University of Michigan Press, USA, pp. 11 - 25
Davison C; Adamson B, 2007, 'English language teaching in Hong Kong primary schools: Innovation and resistance', in Murray D (ed.), International Handbook of English language teaching, Vol. 1, edn. Original, The University of Michigan Press, Mahwah, New Jersey, pp. 11 - 25
Davison C, 2007, 'Different definitions of language and language learning : Implications for assessment', in Cummins J; Davison C (ed.), International Handbook of English language teaching, Vol. 1, edn. Original, Springer, Norwell, MA, pp. 533 - 548
Davison C, 2005, 'The standards solution? The role of standards in developing IT professional competencies and communities of practice in English language teaching', in Davison C (ed.), Information Technology And Innovation In Language Education, edn. Original, Hong Kong University Press, Hong Kong, pp. 255 - 284
Hurst D; Davison C, 2005, 'Collaboration on the curriculum: Focus on secondary ESL', in Crandall J; Kauffman D (ed.), Case Studies in TESOL: Teacher education for ESL and content area teachers, edn. Original, TESOL, Alexandria, pp. 41 - 66
Davison C, 2005, 'Information technology and innovation in language education', in Davison C (ed.), Information Technology And Innovation In Language Education, edn. Original, Hong Kong University Press, Hong Kong, pp. 3 - 20
Journal articles
2017, 'ESL students’ oral performance in English language school-based assessment: Results of an empirical study', Language Testing in Asia, vol. 7,
Davison C; Gleeson M, 2016, 'A Conflict between Experience and Professional Learning: Subject Teachers’ Beliefs about Teaching English Language Learners', RELC Journal: a journal of language teaching and research in Southeast Asia, vol. 47, pp. 43 - 57,
Davison C; Michell M, 2014, 'EAL assessment: What do Australian teachers want?', TESOL in Context, vol. 24, pp. 51 - 72,
Gan Z; Davison C, 2011, 'Gestural behavior in group oral assessment: A case study of higher- and lower-scoring students', International Journal of Applied Linguistics, vol. 21, pp. 94 - 120,
Davison C; Hamp-Lyons L; Gan Z, 2009, 'Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach', Applied Linguistics, vol. 30, pp. 315 - 334,
Davison C; Leung C, 2009, 'Current Issues in English Language Teacher-Based Assessment', TESOL Quarterly, vol. 43, pp. 393 - 415,
Davison C; Arkoudis S, 2008, 'Chinese Students Perspectives on their social, cognitive, and linguistic investment in English medium interaction', Journal of Asian Pacific Communication, vol. 1, pp. 3 - 8
Davison C; Lai WY W A, 2007, 'Competing identities, common issues: Teaching (in) Putonghua', Language Policy, vol. 6, pp. 119 - 134,
Davison C; Trent J, 2007, 'Contradictory discourses: Learning and teaching in and through English in an English-medium university in Asia', Fremdsprachen Lehren und Lernen (FLuL) on Fremdsprache als Arbeitssprache in Schule und Universitat [Using a foreign language as a working language in secondary and tertiary education], vol. 36
Davison C, 2007, 'Views from the chalkface: School-based assessment in Hong Kong', Language Assessment Quarterly: an international journal, vol. 4, pp. 1 - 32
Davison C, 2006, 'Collaboration between ESL and content teachers: A developmental continuum', International Journal of Bilingual Education and Bilingualism, vol. 9, pp. 454 - 475
Davison C, 2005, 'Learning your lines: Negotiating language and content in subject English', Linguistics and Education, vol. 16, pp. 219 - 237
Davison C, 2004, 'The contradictory culture of classroom-based assessment: Teacher assessment practices in senior secondary English', Language Testing, vol. 21, pp. 305 - 334,
Adamson B; Davison C, 2003, 'Innovation in English language teaching in Hong Kong primary schools: One step forwards, two steps sideways?', Prospect, vol. 18, pp. 27 - 41
Davison C; McKay P, 2002, 'Counting and discounting learner group variation: English language and literacy standards in Australia', Journal of Asian-Pacific Communication., vol. 12, pp. 77 - 94
Davison C, 1999, 'Missing the mark: The problem with benchmarking ESL in Australian schools', Prospect -Adelaide-, vol. 14, pp. 56 - 76
Davison C, 1996, 'The multiple meanings of "literacy" in the TESOL and adult literacy professions: Problems of perspective?', Prospect -Adelaide-, vol. 11, pp. 47 - 57
Davison C, 1993, 'National statement on english for australian schools / English profiles and english as a second language (ESL): The tension between commonality and diversity', Curriculum Perspectives, vol. 13, pp. 62 - 64
Davison C, 1992, 'Integrating ESL into the mainstream: Australian perspectives', Multicultural Teaching, vol. 11, pp. 45 - 40