Jennifer Miller


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Personal profile


Jennifer Miller has worked as a teacher and teacher educator for over thirty years. She is now a retired Adjunct Senior Lecturer in the Faculty of Education at Monash University and works on professional development with teachers and organisations.  She no longer supervises.  Her research and publications are in the areas of language acquisition and identity, refugee ESL learners and teacher's work. Her book, Audible difference: ESL and social identity (2003) explores the politics of speaking and identity for immigrant students in high schools, and is published by Multilingual Matters. It is highly cited for its articulation of the notion of 'audible difference' which combines understandings from second language acquisition with sociocultural theory on discrimination.

Her research concerns low literacy refugee students in the high school mainstream, and preservice teachers from non-English speaking backgrounds. She recently co-edited a book called Linguistically and culturally diverse classrooms: New dilemmas for teachers for Multilingual Matters. She has been awarded several significant research grants, and is currently Chief Investigator on an Australia Research Council Linkage Grant entitled andldquo;Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learningandrdquo; with Dr Joel Windle. The research partner is the Victorian Education Department (DEECD). Dr Miller is also a much sought after doctoral supervisor in the TESOL area and has supervised a number of PhDs and Masters theses to completion.

She has a strong sense of investment in research on schools, pedagogy, literacy and teachers' work and is interested in the complementarity of research methods and theoretical frameworks, as well as interdisciplinary approaches.

Research interests

  • Sociocultural framing of language learning and teaching
  • Identity and discourse, and the politics of difference
  • Second language pedagogy
  • Teachers' work
  • Pedagogy for low-literacy ESL learners
Jenny Miller's has completed  an ARC, entitled Designing a model of pedagogy for low literacy refugee-background students: Connecting language, literacy and content-based learning



  • Culture
  • Language
  • Diversity
  • Professional Learning
  • Second
  • Pedagogy
  • Teacher
  • Identity

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Projects 2005 2013

Research Output 2000 2016

Structural constraints and localization of gold mineralization in leather jacket lodes, Ballarat, Victoria, Australia

Wilson, C. J. L., Osborne, D. J., Robinson, J. A. & Miller, J. M., 1 Aug 2016, In : Economic Geology. 111, 5, p. 1073-1098 26 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access

Constructing an institutional identity in university tea rooms: the international PhD student experience

Fotovatian, S. & Miller, J. M., 2014, In : Higher Education Research and Development. 33, 2, p. 286 - 297 12 p.

Research output: Contribution to journalArticleResearchpeer-review

Planning lessons for refugee-background students: challenges and strategies

Miller, J. M., Windle, J. A. & Yazdanpanah, K. L., 2014, In : International Journal of Pedagogies and Learning. 9, 1, p. 1 - 38 38 p.

Research output: Contribution to journalArticleResearchpeer-review

Communicative literacy pedagogy: engaging EAL students in reading comprehension

Miller, J. M., 2013, In : English in Australia. 48, 1, p. 36 - 45 10 p.

Research output: Contribution to journalArticleResearchpeer-review

Marginal integration: the reception of refugee-background students in Australian schools

Windle, J. A. & Miller, J. M., 2013, Refugees, Immigrants, and Education in the Global South: Lives in Motion. Bartlett, L. & Ghaffar-Kucher, A. (eds.). New York US: Routledge, p. 196 - 210 15 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review