Lisl Fenwick

Lisl is a Senior Lecturer at Adelaide University. 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 limit opportunities to learn and achieve for students who are traditionally disadvantaged in formal schooling. Lisl is also interested in the career trajectories of teachers and the influences that may push them from the profession. Lisl is a member of the Centre for Research in Educational and Social Inclusion at Adelaide University. 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

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. 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. 2026 - Fenwick, L. (2026). Teaching Practices for Generating Student Use of Disciplinary-Specific Language and Reasoning in Senior High-School Science Discussions. In Dialogic Classroom International Research on Pedagogy Practice and Change (pp. 187-205). Springer Nature Singapore.