Research/Scholarly/Creative Works

Journal Articles

• Kawabata D., Millin T. and Sotardi V. (2023) How COVID-19 and Emergency Remote Teaching influenced English Writing Anxiety at a Japanese University. CALICO Journal.

• Pearce J., Arrow A. and Millin T. (2023) Secondary School Student Perspectives on Improving Writing Achievement. New Zealand Journal of Educational Studies.

• Millin T., Spronken-Smith R. and Millin M. (2021) Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University. New Zealand Journal of Educational Studies http://dx.doi.org/10.1007/s40841-021-00215-2.

• Millin T., Millin M. and Pearce J. (2020) Unpacking the efficacy of Reading to Learn using Cognitive Load Theory. Journal of Academic Language and Learning 14(1): 113-126.

• Millin T. and Millin M. (2018) English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream? Journal of English for Academic Purposes 31: 1-17. http://dx.doi.org/10.1016/j.jeap.2017.12.002.

• Millin T. (2015) Reading to Learn: A literature review within a South African context.. Stellenbosch Papers in Linguistics 44 http://dx.doi.org/10.5774/44-0-170.

• Millin TJ. and Millin MW. (2015) Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa. Per Linguam 30(3) http://dx.doi.org/10.5785/30-3-590.

Chapters

• Millin T., Henaghan R. and Kim J. (2023) School-based language-in-education policy development in New Zealand and its impact on bilingualism and multilingualism. In Erlam R (Ed.), Teaching the linguistically diverse learner in the New Zealand educational context New Zealand: NZCER.

• Millin T. (2022) Equity-Based Models of Teaching Literacy: Supporting EAL students’ English Academic Writing Development with Reading to Learn Pedagogy. In Rose D; Acevedo C; Whittaker R (Ed.), Reading to Learn, Reading the World: How Genre-Based Literacy Pedagogy is Democratizing Education London: Equinox.

• Millin T. and Mark M. (2019) An Equity-based Model of Teaching and Learning: Bridging the Academic Literacy Skills Divide in the English Classroom in South Africa. In Hoffman J; Blessinger P; Makhanya M (Ed.), Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion: 129-152. Bingley: Emerald Publishing Limited. http://dx.doi.org/10.1108/S2055-364120190000016012.

Authored Books

• Millin T. (2020) Demystifying New Zealand Teacher Registration and Teaching in NZ for Overseas Trained Teachers: A Guide. University of Canterbury, Christchurch: Self-published. 1-28.

Conference Contributions - Other

• Millin T. and Erlam R. (2023) School-based language-in-education policy development in New Zealand: to do or not to do? Auckland University: Cultures, Communications, Communities, 30 Nov-2 Dec 2023.

• Millin T., Agnew S. and Kim J. (2023) Opportunities and Constraints of current ESOL support for ELLs in New Zealand schools. Wellington: CLESOL, 29 Sep-1 Oct 2023.

• Millin T., Millin M. and Li J. (2023) Translanguaging within stage one commerce courses to support equitable learning opportunities for English Language Learners within the tertiary sector in NZ. Wellington: CLESOL, 29 Sep-1 Oct 2023.

• Millin T. (2021) Explicit scaffolding of writing skills to ensure equitable learning opportunities for all learners. Christchurch: Ōtākaro Kāhui Ako Conference, 4-4 Jun 2021.

• Millin T. and Millin M. (2021) Video-Based Scaffolding of Academic Writing during COVID19: An evaluation of the incorporation of RtL as an online academic writing support intervention. West Norway University, Bergen: Exploring Visual Worlds of Education Conference, 9-11 Jun 2021.

• Millin T. and Millin M. (2020) Online Academic Writing Support During COVID-19: Supporting Equitable Learning Outcomes. Otago University, Dunedin: Applied Linguistics Association of New Zealand (ALANZ) Symposium, 28-28 Nov 2020.

• Millin T. and Millin M. (2019) Harnessing the Power of Process-Based Data to Strengthen Academic Literacy Intervention Assessment. University of Canterbury: NZARE, 17-20 Nov 2019.

• Millin T. and Millin M. (2019) Scaffolding Academic Literacy with Undergraduate Social Science Students using the Reading to Learn Intervention: an Evaluative Study. University of Notre Dame, Fremantle: Association for Academic Language and Learning, 27-29 Nov 2019.

• Millin T. and Millin M. (2019) Scaffolding Academic Writing for Equity Amongst Non-Native Speakers of English.. Curting University, Perth: The Applied Linguistics Conference, 25-27 Nov 2019.

• Millin T. and Millin M. (2015) Bridging the Academic Literacy Skills Divide: An Evaluative Study of the Implementation of Reading to Learn at a Grade 11 Level in Selected Schools in the Stellenbosch District. St Nicholas School, Pietermartizburg: Inaugural Reading to Learn Conference, 28-29 Aug 2015.

• Millin T. and Millin M. (2015) Success or Failure of an Innovative Literacy Intervention: a Discussion of Some School-Based Barriers to ‘Reading to Learn’ in South Africa. University of Cape Town: The 9th Pan African Literacy for All Conference, and 10th RASA National Literacy Conference, 2-4 Sep 2015.

• Millin T. (2014) Scaffolding Academic Literacy Skills with Grade 11 Learners using the Reading to Learn Pedagogy.. Stellenbosch: USAN Young Scholars Conference, Stellenbosch University, 21-23 Jan 2014.

• Millin T. and Millin M. (2014) Narrowing the (Written) Literacy Skills Gap amongst Undergraduate Students in South Africa. University of Stellenbosch, Stellenbosch: 7th Annual Conference on the Scholarship of Teaching and Learning in Higher Education, 28-29 Oct 2014.

• Millin T. and Millin M. (2014) Scaffolding Academic Literacy: Narrowing the English Language Skills Gap in South Africa. Oxford University: World Literacy Summit, 14-16 Apr 2014.

• Millin T. and Millin M. (2013) Scaffolding Academic Literacy with the Reading to Learn Methodology: an Evaluative Study of Teaching Strategies in the Academic Literacy Development Classroom. Johannesburg: Reading Association of South Africa, 25-27 Oct 2013.

• Millin T. and Millin M. (2012) Scaffolding English Academic Literacy with Undergraduate Social Science Students at the University of KwaZulu-Natal Using the Learning to Read: Reading to Learn Intervention Strategy: An Evaluative Study. University of KwaZulu-Natal, Durban: Reading Association of South Africa, 12-14 Oct 2012.

Student Supervision

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Current
• PhD - Biddington S: Foreign Language Anxiety with Japanese Students
• PhD - Hou Y: Translanguaging to support Chinese students English writing development
• PhD - Johnson S: Telecollaboration to Support Foreign Language Skills Development
• PhD - Pearce J: Exploring Socio-Culturally Situated Beliefs About the Subjective Task Value of Writing
• PhD - Stubbings T: Personal and Social System Influences on the Writing Practices of Primary School Teachers
• Masters - Tomita H: Teacher Anxiety with Translanguaging Practices
Completed
• PhD - Yu L: The Impact of Lesson Study on Teacher Professional Development (2021)
• Masters - Kawabata D: Learner Anxiety in Second Language Acquisition (2022)
• Masters - Pearce J: The Use of Instructional Rubrics to Support Learners with Writing Difficulties (2020)
• Masters - Johnson S: Synchronous and Asynchronous Foreign Language Teaching in Secondary School (2021)

Review and Refereeing

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• Tertiary Education Research in New Zealand (TERNZ) ( 2020 - 2023)
• Australian Journal of Teacher Education ( 2021 )
• Innovations in Higher Education Teaching and Learning ( 2018 - 2023)
• Journal of Academic Language and Learning ( 2021 )
• Per Linguam : A Journal of Language Learning ( 2016 - 2023)
• ReCALL ( 2021 )

Future Research

• Understanding academic writing practices of secondary school students in New Zealand
• Secondary school students transition to university: a mismatch in academic writing skills in New Zealand
• ESOL teachers perceptions of barriers to education for migrant students in New Zealand secondary schools
• Teacher experiences of bullying in New Zealand classrooms and the impact on teacher well-being