Lisl Fenwick

Research Interests

Curriculum and Pedagogy English and Literacy Curriculum and Pedagogy Language in Culture and Society LOTE, ESL and TESOL Curriculum and Pedagogy Teacher and instructor development Teaching and curriculum Work integrated learning (incl. internships) Workforce transition and employment

Dr Lisl Fenwick

Senior Lecturer, Professional Experience

School of Education

College of Education, Behavioural and Social Sciences

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Available For Media Comment.

Lisl is a Senior Lecturer at the University of South Australia. Lisl’s recent research focuses on how genre and dialogic pedagogies can be used to support language and conceptual learning within disciplinary literacy contexts. Her research has also investigated how preservice teachers in initial teacher education programs can be supported to learn about the functional model of language and to apply this to planning for teaching in disciplinary contexts. Lisl’s research also focuses on how curriculum design, methods of assessment and differentiation practices can either support or limited opportunities to learn and achieve for students who are traditionally disadvantaged in formal schooling. Lisl is a member of the Centre for Research in Educational and Social Inclusion at UniSA.
 

Date Position Institution name
2010 - 2019 Senior Lecturer Australian Catholic University
1998 - 2009 Teacher and Curriculum Leader Department for Education

Date Type Title Institution Name Country Amount
2018 Teaching Award Commendation for Teaching Australian Catholic University Australia -
2017 Teaching Award Dean's commendation for teaching excellence Australian Catholic University Australia -
2012 Research Award Australian Educational Researcher Springer Best Paper Award AARE Australia -

Language Competency
English Can read, write, speak, understand spoken and peer review

Date Institution name Country Title
2005 - 2007 Flinders University Australia Masters in Special Education
1998 - 1998 University of Adelaide Australia Graduate Diploma in Education
1993 - 1997 University of Adelaide Australia PhD
1989 - 1992 University of Adelaide Australia Bachelor of Arts (Honours)

Date Title Institution name Country
— Graduate Certificate in Neuroscience (Learning) Flinders University Australia
— Graduate Certificate in Higher Education Australian Catholic University Australia

Year Citation
2025 Fenwick, L. (2025). Teaching practices for initiating and sustaining classroom dialogue about text and language within senior high-school science. L1-Educational Studies in Language and Literature, 25(1), 1-27.
DOI
2023 Fenwick, L., & Unsworth, L. (2023). Including visual representations within senior high school biology assessment: considerations of grammatical complexity. Curriculum Journal, 34(3), 412-436.
DOI
2022 Fenwick, L., & Herrington, M. (2022). Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction. Language and Education, 36(1), 43-58.
DOI
2021 Fenwick, L., & Comber, B. (2021). Digital technologies and inclusive literacy practices. Literacy learning: the middle years, 29(1), 7-12.
2020 Fenwick, L. (2020). Defining opportunities to engage with the discourses of Australia's 'education revolution'. Journal of educational administration and history, 52(2), 178-192.
DOI
2018 Fenwick, L. (2018). Standards-based reform to senior-secondary curriculum and metacognition in the literacy domain. Curriculum Journal, 29(3), 338-353.
DOI
2017 Fenwick, L. (2017). Promoting assessment for learning through curriculum-based performance standards: teacher responses in the Northern Territory of Australia. The curriculum journal, 28(1), 41-58.
DOI
2017 Fenwick, L. (2017). The effects of discourses in regional contexts on the development of curriculum-based literacy standards for adolescents in schooling: a comparative study of South Australia and Ontario. The curriculum journal, 28(2), 231-248.
DOI
2014 Fenwick, L. (2014). The effects of standards-based reforms on Indigenous students' access to English as a second language curriculum and opportunities to learn. Curriculum perspectives, 34(3), 15-26.
2014 Fenwick, L., Humphrey, S., Quinn, M., & Endicott, M. (2014). Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge. Australian journal of teacher education, 39(1 article no. 4), 1-38.
DOI
2014 Fenwick, L., Endicott, M., Quinn, M., & Humphrey, S. (2014). Supporting the transference of knowledge about language within teacher education programs. Australian journal of teacher education, 39(11), 82-107.
DOI
2013 Fenwick, L., & Cooper, M. (2013). Learning about the effects of context on teaching and learning in pre-service teacher education. Australian journal of teacher education, 38(3), 96-110.
DOI
2012 Fenwick, L. (2012). Limiting opportunities to learn in upper-secondary schooling: differentiation and performance assessment in the context of standards-based curriculum reform. Curriculum inquiry, 42(5), 629-651.
DOI
2012 Fenwick, L., & Cooper, M. (2012). Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia. The Australian educational researcher, 39(3), 349-361.
DOI
2011 Fenwick, L. (2011). Curriculum reform and reproducing inequality in upper-secondary education. Journal of curriculum studies, 43(6), 697-716.
DOI
2010 Fenwick, L. (2010). Initiating and sustaining learning about literacy and language across the curriculum within secondary schools. Australian Journal of Language and Literacy, 33(3), 268-283.

  • Talking Science: Dialogic pedagogy for student engagement in science education in rural Australian secondary schools (Quorn Area School), Quorn Area School, 01/05/2025 - 30/12/2028

  • Talking science: Dialogic pedagogy for student engagement in science education in rural Australian secondary schools (Streaky Bay Area School), Streaky Bay Area School, 01/05/2025 - 30/12/2028

  • Network Inquiry: Trialling Evaluation Tools and Protocols for Producing Evidence of Impact with a focus on literacy, Catholic Education South Australia, 17/12/2019 - 28/02/2022

Courses I teach

  • EDUC 4245 Professional Experience 4 (Honours): Inquiry into Practice (2025)
  • EDUC 5294 Reflexive Practice and Professional Experience 2: Inquiry into Practice (2025)
  • EDUC 4245 Professional Experience 4 (Honours): Inquiry into Practice (2024)
  • EDUC 5294 Reflexive Practice and Professional Experience 2: Inquiry into Practice (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2024 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Mrs Barbara Mary Fitzgerald
2023 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Miss Ruoxin Wang

Date Role Committee Institution Country
2019 - ongoing Member Network of Associate Deans of Professional Experience - SA All ITE providers in SA Australia

Date Role Membership Country
2010 - ongoing Member Australian Association for Research in Education -
1998 - ongoing Member Australian Literacy Educators' Association -

Date Institution Department Organisation Type Country
2023 - ongoing Department for Education Education Instructional and training Australia

Date Engagement Type Partner Name
2025 - ongoing Research Contract Quorn Area School
2025 - ongoing Research Contract Streaky Bay Area School

Date Topic Presented at Institution Country
2024 - ongoing Teacher use of text comparison to generate classroom dialogue that builds language for meaning making within the scientific world ALEA conference ALEA Australia
2024 - ongoing Oracy project learning out loud. ALEA ALEA Australia
2024 - ongoing Genre and dialogic pedagogies for supporting learning about language required for making meaning about activity sequences in biology classrooms ISFLA ISFLA - UNSW Australia

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