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Marnie is Senior Lecturer in Education in the Institute of Education. Marnie is jointly responsible for the strategic and operational direction of the Initial teacher education (ITE) programmes in the IoE; post-graduate courses and CPD, as well as research and knowledge exchange. She is the subject lead for Primary Foreign Languages (PFL) across all of our Primary ITE provision. She is also the Academic Lead for Quality through Leadership (QTL), the lead provider for the National Professional Qualifications for Executive Leadership, Headship, Senior and Middle Leadership across the south of the region.

Marnie is Co-Convener of the Centre for Professional Learning in Education (with Dr Vicky Randall). She actively works to form collaborative partnerships with colleagues from other HEIs, local schools, Hampshire Local Authority and other professional bodies in order to explore ways in which the University can support school-based research e.g. through formal accreditation and through CPD. She has a successful track record for attracting funding to provide CPD for teachers. Prior to taking on the leadership of the department in 2018, Marnie was a senior lecturer in education and Programme Leader for our very successful MA Education programme. She has taught across all of our ITE programmes, the MA Education and EdD.

Prior to working in higher education, Marnie worked as a Headteacher in two junior schools in Hampshire. She is also the Chair of Governors for a large Infant School in the New Forest.

Marnie’s research interests lie principally in the field of sociolinguistics. She is particularly interested in early foreign language teaching and learning and exploring the influence of social contexts and policy on the beliefs and practices of teachers. She is active within her discipline, is a member of a number of national professional associations for language learning and teaching and has co-convened and contributed to conferences focusing on early foreign language learning.

Areas of expertise

Supporting teacher development through action research and evidence-based practice

School leadership

Primary Foreign Languages


Pagden, L. and Seymour, M. (2018) Primary Foreign Languages in England: The impact of externally funded training on teachers’ ability to translate police into practice. Paper presented at Early Language Learning Conference 2018 - Reykjavik

Seymour, M. (2016) Primary Foreign Languages in England: Congruence and Dissonance in Teachers’ Beliefs and Practices. Paper presented at International Conference of Education, Research and Innovation (ICERI 2016), Seville.

Seymour, M. (2016) Undergraduate Primary Trainee Teachers ‘Facing their Fears’ in Primary Languages. Paper presented at RILLT conference, University of Winchester.

Seymour, M. (2016)Patchworking and Semiotics as tools for ‘storying’ the development of student teacher beliefs and practices in PFL. Paper accepted for BAAL Creativity in Languages Research Conference.

Seymour, M. (2014) Creative, Contextual and Purposeful FL learning. Paper presented at New Horizons Languages Conference, University of Winchester.

Seymour, M. and Witt, S. (2014) La Chasse à l’Ours: A Journey Exploring Teacher Trainees’ Attitudes to Primary Foreign Language Teaching. Francophonie 

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