Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Research

Book chapters
  • Woore, R., Mutton, T., & Molway, L. (2022). ASSIGNMENTS AS TOOLS FOR PRACTICAL THEORISING: An exploration of affordances, limitations and possibilities. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 143-159). https://doi.org/10.4324/9781003183945-13
    DOI: https://doi.org/10.4324/9781003183945-13

  • Molway, L. (2021). Key issues in pre-service language teacher education. In E. Macaro & R. Woore (Eds.), Debates in Second Language Education. Routledge. https://doi.org/10.4324/9781003008361-9
    https://ora.ox.ac.uk/objects/uuid:fadfb517-794f-45a4-8f35-9d52338b7658

  • Molway, L., Mutton, T., Woore, R., & Porter, K. (2018). What are the possibilities and limitations of small-scale, mediated classroom interventions? Two cases from Modern Foreign Languages. In G. Stylianides & A. Childs (Eds.), Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education. Routledge. https://doi.org/10.4324/9781315170077
    https://ora.ox.ac.uk/objects/uuid:c5171efa-34fc-420c-86a2-b5a32b53e6cb

  • Journal articles
  • Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: a scoping review. Review of Education, 10(3). https://doi.org/10.1002/rev3.3370
    https://ora.ox.ac.uk/objects/uuid:8eb0cefe-96ff-44ca-87c4-57099cea1975

  • Burn, K., Ingram, J., Molway, L., & Mutton, T. (2022). Beyond reactive responses to enduring growth: the transformation of principles and practices within initial teacher education. Journal of Education for Teaching, 48, 441-458. https://doi.org/10.1080/02607476.2022.2098007
    https://ora.ox.ac.uk/objects/uuid:b548ff99-337d-4bb7-9855-6dfaa8573865

  • Woore, R., Molway, L., & Macaro, E. (2022). Keeping sight of the big picture: a critical response to Ofsted’s 2021 Curriculum Research Review for languages. Language Learning Journal, 50(2), 146-155. https://doi.org/10.1080/09571736.2022.2045677
    https://ora.ox.ac.uk/objects/uuid:3a80650a-b4bb-446a-8b75-fdd4f56761c6

  • Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: A scoping review. REVIEW OF EDUCATION, 10(3). https://doi.org/10.1002/rev3.3370
    DOI: https://doi.org/10.1002/rev3.3370

  • Molway, L. (2021). Which aspects of their practice do modern languages teachers in England’s secondary schools say they want to develop?. Language Learning Journal, 50(5), 627-649. https://doi.org/10.1080/09571736.2020.1862897
    https://ora.ox.ac.uk/objects/uuid:9c659c34-8033-4dc3-bb64-0e4da32b3d5f

  • Molway, L. (2020). Measuring effective teaching: Student perceptions of their modern languages lessons in England. System, 97. https://doi.org/10.1016/j.system.2020.102440
    https://ora.ox.ac.uk/objects/uuid:d67ec182-311f-4872-8fd3-68c215278deb

  • Molway, L., Arcos, M., & Macaro, E. (2020). Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain. Language Teaching Research, 26(4), 642-670. https://doi.org/10.1177/1362168820913978
    https://ora.ox.ac.uk/objects/uuid:fccba269-9ba9-4fb1-85cd-dc1593ae4c45

  • Woore, R., Mutton, T., & Molway, L. (2020). ‘It’s definitely part of who I am in the role’. Developing teachers’ research engagement through a subject-specific Master’s programme. Teacher Development, 24(1), 88-107. https://doi.org/10.1080/13664530.2019.1693421
    https://ora.ox.ac.uk/objects/uuid:0f4e5cf8-4970-42e3-9710-21b3c96d1179

  • Molway, L. (2019). ’It’s all about coping with the new specifications’: Coping professional development – the new CPD. London Review of Education, 17(2), 97-111. https://doi.org/10.18546/LRE.17.2.01
    https://ora.ox.ac.uk/objects/uuid:be74ca36-f354-414b-97eb-8460ac352d9b

  • Molway, L., & Mutton, T. (2019). Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies. Language Learning Journal. https://doi.org/10.1080/09571736.2018.1554693
    https://ora.ox.ac.uk/objects/uuid:a35ef267-ad6e-4a52-bd53-0baa0ac49795

  • Other
  • MOLWAY, L. (2020). What do secondary school languages teachers say they want to learn?. Association for Language Learning. https://www.all-languages.org.uk/secondary/what-do-secondary-school-languages-teachers-say-they-want-to-learn/

  • Molway, L. (2018). SOCIAL INTERACTION AND TEACHER COGNITION. In INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS (Vols. 28, Issue 1, pp. 194-195). https://doi.org/10.1111/ijal.12205
    DOI: https://doi.org/10.1111/ijal.12205