Richard Fay


  • 50 Lytham Road, West Point

    M19 2AS Manchester

    United Kingdom

If you made any changes in Pure these will be visible here soon.

Personal profile

Further information

Additional Information

Main Teaching Interests


  • Language Education as Intercultural Practice
  • Developing Researcher Competence
  • The Use of Literary Texts in Language Education
  • Principled Materials and Course Design
  • Dissertations on intercultural topics and using using narrative methods.

Additional Information

I was: Programme Director for the MEd in English Language Teaching programme (1997-2005); ERASMUS Co-ordinator for the School of Education (2001-2011); joint Programme Director for the MA in Intercultural Communication (2011-2018); joint lead the Manchester Global Challange award for the University College for Interdisciplinary Learning (2013-2018).

International Experience

Argentina , Bulgaria, Canada, Cyprus, France, Germany, Greece, Macedonia, Poland, Portugal, Romania, Spain, Sweden, Switzerland, Thailand, Uganda, Uruguay.


Further information

Currently engaging with

  • citizenship education, global  citizenship and intercultural citizenship;
  • continuing professional development of language teachers (TESOL)
  • developing researcher competence (DRC)
  • human rights education
  • intercultural communication & intercultural education
  • Ladino narratives (oral history)
  • language teacher education (TESOL)
  • narrative inquiry
  • narrativity-reflexivity in research texts
  • performing ethnomusicology (klezmer)
  • reciprocal reflexivity in collaborative research
  • researching multilingually

Further information


Profile: PhD (Education), MusM (Ethnomusicology), MEd TESOL, Dip.TEFLA, BA (Hons)

Equipped with a BA (Hons) in English Language and Literature (from Jesus Colleage, University of Oxford) and teacher qualifications, I became a TESOL (Teaching English to Speakers of Other Languages) practitioner in the UK and overseas before a short spell in corpus-based lexicography at Birmingham University/COBUILD.

I then took my MEd TESOL (1993) and this enabled my second career - as a language teacher educator for TESOL practitioners, based in the School of Education at Manchester since 1994. In this role, I developed specialisms in intercultural aspects of TESOL (e.g. Language Education as Intercultural Practice) and intercultural education more generally, in (appropriate methodology for) distance education /elearning, and in Developing Researcher Competence (with a particular interest in Narrative Inquiry and researching multilingually).

I also had the opportunity to forge strong links with educational projects in the  Balkans (especially Greece and Bulgaria). My doctoral studies (completed in 2004) focused on one such project, a 10-year collaboration between the University of Manchester and the Hellenic Open University (HOU) through which the HOU developed its distance learning MA TEFL programme as based on courseware licensed from Manchester's distance learning MA TESOL programme.

Most recently, I have become involved in the development of undergraduate courses broadly in the area of global citizenship/intercultural communication including Computer-Mediated Intercultural Communication and Global Citizenship and Sustainability.  I also supervise doctoral students using narrative methods to explore broadly intercultural topics.

Finally, my own studies continued recently with a part-time MusM degree in Ethnomusicology (graduated Decemeber 2011). My dissertation focused on the various perceptions on the Cretan lyra. Thus, on the one hand, I explored the understandings of a number of contemporary players and, on the other, I explored the ethnomusicological literature on this instrument, a literature which largely dates from the 1980s/early 1990s. The genesis of this study lies in my experience of a disjuncture between these two sets of perceptions, with a partucular concern for the topic of musical identity and gendered musical performance vis-a-vis the lyra.

Research interests

  • Intercultural communication / intercultural education (including cultural awarenesss development through world music studies)
  • Intercultural aspects of language education (e.g. TESOL) and distance learning / elearning
  • Appropriate methodology (of language education, language teacher education, and distance education)
  • Narrative Inquiry/ narrative research(including the narrative study of researchers' developing competence)
  • Developing researcher competence (DRC)
  • Doing research multilingually (DRM)


Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 16 - Peace, Justice and Strong Institutions

Research Beacons, Institutes and Platforms

  • Global inequalities


  • Intercultural
  • multilingual


Dive into the research topics where Richard Fay is active. These topic labels come from the works of this person. Together they form a unique fingerprint.
  • 1 Similar Profiles


Recent external collaboration on country/territory level. Dive into details by clicking on the dots or