Academic Profile : Faculty

JL passport_1_2_3.jpg picture
Dr Loh Kok Khiang Jason
Senior Lecturer, National Institute of Education - English Language & Literature
Jason Loh, PhD (Sheffield), FCollT, is a Senior Lecturer and teacher educator at the National Institute of Education, Nanyang Technological University, Singapore (NIE/NTU). He is an instructional researcher who studies teachers and teaching in Primary and Secondary classrooms, largely due to his own experiences as a teacher in primary (English Language, Mathematics & Social Studies) and secondary (English Language & History) education contexts. He held leadership roles in the different schools prior to joining the university, held a Visiting/Honorary appointment at the Institute Of Education (IOE), UCL, in June 2013 and 2015. He was the Programme Leader for various programmes:
- Bachelor of Education (English Language) programme (2009-2012);
- Professional Development (In-service) programme (2012-2015);
- Bachelor of Arts (English Language) programme (2015-2023).
He is a Fellow of the College of Teachers (before it was renamed as Chartered College of Teaching in 2017).

He has published in various international and regional journals, such as Teaching And Teacher Education, Asia-Pacific Journal of Education, The Reading Teacher, English Teaching: Practice and Critique, Reading in a Foreign Language, The Qualitative Report, Waikato Journal of Education, Research and Practice in Technology Enhanced Learning, European Journal of Applied Linguistics and TEFL, Malaysian Journal of ELT Research, AsTEN (ASEAN Teacher Education) Journal.
He has also contributed various chapters/entries to different international books on teaching and teacher education, such as International Teacher Education: Promising Pedagogies (edited by Cheryl Craig & Lily Orland-Barak), International Handbook of Teacher Education (edited by John Loughran and Mary Hamilton), The Handbook of Teaching and Learning (edited by Gene Hall et. al.), TESOL Encyclopedia of English language teaching: Current trends and future directions, Oxford Research Encyclopedia of Education, and Teaching the World's Teachers: A History, 1970-2017 (edited by James Fraser).

In recent years, he has served as a member of the Ministry of Education (Singapore) EL 2020 Syllabus Review committee (Reading Strand), was invited as a Keynote speaker for the 2021/30th International Symposium on English Language Teaching & Learning In Celebration of ETA-ROC’s 30th Anniversary, the Punggol View Primary School Learning Festival 2020, the E2 Teacher Leaders Networking Session held at Temasek Junior College (January 2019), the East Zone Centre of Excellence (Primary) for English Language held at St Hilda's Primary (July 2018), the 2017 KAPEE International Conference, the 2014 PKETA International Conference, and is currently a member of the Editorial board for NIE's flagship journal, the Asia Pacific Journal of Education (APJE).
I read for a PhD in Education at the University of Sheffield, studying and following beginning teachers over a span of two years, i.e., teacher development. My teaching and research brings together my training and experiences as a classroom teacher, my interest in curriculum implementation and curriculum materials enactment, and a deep fascination with the neoliberal discourse in educational landscapes. My research partly draws on the field of curriculum and partly on the field of sociology to render ethnographic/narrative accounts of the teachers in schools; specifically I look at how they are subjected to and influenced by the hegemonic socializing discourse in the system, and how their pedagogies/practices are shaped as a result.

I was involved in three OER-funded research studies, of which I was the Principal Investigator for the latter two: 1) studying how experienced teachers' pedagogical beliefs change as a result of a dissonant situation implementing a mobilized language curriculum; 2) studying the literacy practices of two schools; 3) studying the implementation of the national literacy reform (STrategies for English Language Learning And Reading, aka STELLAR) across a spectrum of nine schools through two perspectives - the curriculum materials enactment perspective and the concerns-based adoption model (CBAM), i.e., curriculum/programme evaluation. Broadly, I look at how sociological factors within the institutional environment mediate with the teachers, and influence their instructional practices. The findings from these different research projects help to inform my courses in Teacher education/development (for both pre-service undergraduate and in-service professional development), in Language Curriculum and Curriculum Materials design (for postgraduate).
  • Understanding and evaluating English language teaching practice: A secondary analysis of CORE
  • Enactment of expert teaching by award-winning EL teachers in Singapore: An evaluation study
• 2018 Excellence in Teaching Commendation, NIE
• 2012 Excellence in Teaching Commendation, NIE
Fellowships & Other Recognition
Life (since 2007) - Fellow of College of Teachers (UK)
Courses Taught
Postgraduate (Master of Arts/Education):
MAE905 - Language curriculum: Theory & practice
MEL913 - Materials development

Pre-service (Postgraduate):
QCE50S - Teaching English in the Primary School
QSE50D - Children’s literature
QLK50D - Communication Skills for Teachers

Pre-service (undergraduate):
ACE20B - Teaching Reading and Writing in a Multilingual Context (Lower Primary)
AAE23B - Perspectives on pedagogical grammar
AAE43Q - Language Curriculum Design & Development
AAE43P - Special Topics in Language and Education

Supervision of Educational Research (BA undergraduate)
1. The implementation of writing lessons in the STELLAR programme: Exploring the impact of teachers’ concerns
2. Examining the teaching of reading: Teachers’ implementation of the STELLAR Programme
3. A Comparison of the Language Awareness between Student Teachers in Two Teacher Education Programmes
4. STELLAR and the teachers: Investigating teachers’ enactment of a reform-based English lesson
5. STELLAR Programme and teacher education: Investigating its impact on the teaching of writing
6. Implementation of writing in STELLAR: Does teaching experience matter?

Supervision of URECA (Undergraduate Research Experience on CAmpus)
1. Examining the Teaching of Vocabulary: Implementation of the STELLAR Programme
2. Grammar pedagogy in primary schools
3. Exploring the Enactment of the Language Arts Approach in Singapore: A Case Study
4. STELLAR Programme: Impact of Teachers’ Concerns on the Teaching of Writing

Supervision of Final Year Academic Exercise (Teaching Scholars Programme)
1. 2018 - The Effect of Heads of Department on the Implementation of the STELLAR Program
2. 2019 - Examining the Effects of Teacher Experience and Beliefs on Curriculum Enactment and Materials Adaptation
3. 2020 - Investigating the relation between pedagogical grammar and curriculum materials: A textual analysis
4. 2021 - The national press & its framing of Singlish: Print media as a language planning and policy tool
5. 2022 - Excuse me, are you a reader? Investigating how differential reading habits influence instructional book choice

Higher Degree dissertation/thesis
• 2016 - Doctor of Philosophy (Thesis Advisory Committee): Parents’ Stories to Live by In An Educationally Competitive Landscape
• 2017 - Doctor of Philosophy (Thesis Advisory Committee): Feedback On Student Writing: Chinese EFL University Teachers' Cognition And Practice
• 2018 - Masters of Arts (Applied Linguistics): Examining the Implementation of an English-only Communications Course in an International School
• 2022 - Masters of Arts (Applied Linguistics): Insidious indoctrination – Neoliberal ideology in the metaphors of primary school songs
• Currently supervising - Doctor of Education: Evaluating the reading curriculum: Co-construction of the reluctant reader