Paul Stocks has a Master’s degree in Teaching English as a Foreign Language from the University of Reading, and a BA in Drama. He has been with Goldsmiths since 2004, having previously taught at the Centre for Applied Language Studies at the University of Reading and the British Council in Bratislava, Slovak Republic. He has also worked as a researcher and producer for BBC radio. Paul has presented academic papers at conferences across the UK, including the universities of Exeter, Reading, Nottingham, London and Portsmouth, as well as abroad in Norway and the Czech and Slovak republics. He has also acted as external examiner to the International Foundation Programme at the University of Roehampton. Paul co-ordinates the English Language Centre’s in-sessional language support across the university and teaches on the Graduate Diploma, International Foundation Certificate and the summer pre-sessional. Paul is a Senior Fellow of the Higher Education Academy.
Paul has taught international students from over 90 countries, and from BA foundation to PhD level. His particular interest is in English for Specific Academic Purposes, and he has designed and taught many courses for Goldsmiths students, including English for media studies, English for theatre and arts administration, and English for computing. Paul’s teaching and course design are directly informed by his research into the international student experience at Goldsmiths.
Television and video output
Goldsmiths Learning Enhancement Video. Discussing the resesarch findings from the Tracking International Students' project, 2013.
Speaking of English. Interviewee on BBC English Teaching Webcast, 2007
Living English Magazine: Shakespeare. Guest Teacher on BBC World Service English Teaching Programme, 2003
Living English Magazine: Music. Guest Teacher on BBC World Service English Teaching Programme, 2003
Stocks P, & Harvey S. (2017) ‘Making the Transition: Reflection, Ownership and Agency in Academic Writing.’ Anglophone Conference, University of Hradec Králové, Czech Republic.
Stocks P. (2016) ‘What does this mean to be wise? Language Teaching and English for Academic Purposes at Comenius University.’ Department of English and American Studies Colloquium, Comenius University, Bratislava, Slovak Republic.
Stocks, P. & Harvey S. (2016) ‘Creativity, Ownership and Agency: Promoting Critical Engagement in Academic Writing.’ Norwegian Forum for English for Academic Purposes, 10th summer seminar, Akershus University, Oslo.
Stocks, P. & Harvey S. (2014) ‘When Art Meet Enterprise: Hybrid Degrees, Complex Identities.’ Norwegian Forum for English for Academic Purposes, 8th summer seminar, Akershus University, Oslo.
Stocks, P., Chapman, T. & Harvey S. (2013) 'Tracking International Students.' BALEAP Biennial Conference, University of Nottingham.
Stocks, P. & Harvey, S. (2011) 'Reading and writing across genres.' Academic literacies seminar: reading in the academy, Institute of Education, University of London.
Stocks, P. & Harvey, S. (2011) 'Writing across disciplines in PG arts/business degree programmes.' BALEAP Biennial conference, University of Portsmouth.
Stocks, P. & Harvey, S. (2009) 'Starting From Scratch –Designing ESAP courses that meet all needs'. BALEAP conference on Academic English for Specific Purposes, University of Reading.
Stocks, P. & Harvey, S. (2008) 'Expectation and experience in the east asian learner', 4th Conference on Responding to the Needs of the East Asian Learner in Higher Education, University of Portsmouth.
Stocks, P. & Harvey, S. (2007) 'Do home students need EAP too?'. BALEAP Professional Interests Meeting, In-sessional Provision: Curriculum, Teaching and Quality, University of Portsmouth.
Stocks, P. & Harvey, S. (2007) 'Do home students need EAP too?'. Crossing the Boundaries, Academic Support for the Learner in HE, Middlesex University.
Stocks, P. (2005) 'Off the peg, or tailor-made? In-sessional courses at Goldsmiths'. BALEAP Professional Interests Meeting, In-sessional Provision: Issues and Practices, University of Exeter.
Paul is interested in the inter-cultural experiences of international students in British higher education, particularly how they deal with academic culture shock and adapt to studying in the UK. His focus is on understanding the processes of academic writing from the international student’s own perspective and is currently following two strands: Firstly, how international students engage with new, transdisciplinary forms of academic writing; and secondly, how international students might draw on their personal backgrounds and identities to improve criticality in their writing.