Dr Marion Nao
Honorary Associate
Faculty of Wellbeing, Education & Language Studies
Biography
Marion’s work focuses on discourse and interactional analysis in applied contexts of healthcare and education, with the aim of enhancing social life and developing theoretical frameworks. She combines close qualitative examination of language-in-use with the systematic analysis of datasets, mainly drawing on approaches from (interactional) sociolinguistics, pragmatics, and discourse studies. She is currently developing work in metaphor analysis and systemic functional linguistics (SFL).
She was awarded her PhD in Language and Communication Research from Cardiff University and has held research posts at King’s College London, The Open University, and The University of Edinburgh. She has taught on a range of higher education programmes at Cardiff University, University of Leicester, Universitat Oberta de Catalunya in Spain, and Kanda University of International Studies in Japan. Additionally, she has lived and worked in Germany, Italy, and the Czech Republic.
She has published in a variety of journals, including Journal of Pragmatics, Language and Communication, Applied Linguistics, International Journal of the Sociology of Language, and Episteme: A Journal of Individual and Social Epistemology. For a list of publications, see: https://publicationslist.org/marionnao
She is a member of the ESRC Peer Review College and has previously secured an ESRC postdoctoral fellowship.
Marion is currently working on an Open Societal Challenge, together with Korina Giaxoglou, which explores the impact of publicly shared stories of cancer in (social) media on those with lived experience: Public cancer stories for wellbeing: Keeping it real in an age of influencer culture
With an interest in the experience of cancer and living with prognostic uncertainty and risk of death, Marion is a member of Open Thanatology at the OU.
She is also collaborating with Chris Tang from King’s College London on outputs from a project examining the experience of stigma in gestational diabetes (GDM). Working to support health and wellbeing in pregnancy, she is a member of the Reproduction, Sexualities and Sexual Health Research Group (RSSH) at the Open University.
Publications
Book Chapter
A Critical Approach to the Rise of EMI: Why, How, and by Whom Are Decisions Made (2025)
Data
Journal Article
University autonomy is a predictor of English medium instruction in European higher education (2025)
Opening up research on English-medium instruction: New interdisciplinary perspectives (2025)
Process Tracing for applied linguistics (2024)
[Book Review] Musolff, Andreas & Jörg Zinken (eds.) (2015, pb). Metaphor and Discourse (2018)
[Book review] Karen Sullivan, Frames and Constructions in Metaphoric Language (2015)
[Book Review] Simon Weaver, The Rhetoric of Racist Humour: U.S., UK and Global Race Joking (2015)
The pragmatic realization of the native speaking English teacher as a monolingual ideal (2011)
[Book Review] ‘Pragmatics in Language Learning, Theory, & Practice' ed. by Donna Tatsuki (2005)
Raising pragmatic consciousness through ‘Oral Communication’ (2003)
Degrees of causality: Feminist language reform and linguistic determinism (2003)
Other
Insights into the Workings of an Epistemic Frame Trap (2020)
[Book Review] The Handbook of Business Discourse ed. by Francesca Bargiela-Chiappini (2014)
Presentation / Conference Contribution
Modality and metaphors of constraint in healthcare discourse of gestational diabetes (2025)
Higher education autonomy and EMI: A Process Tracing investigation of Italian EMI (2023)
Introducing Process Tracing to Shed New Light on Causal Mechanisms in Applied Linguistics (2023)
Towards a Critical EMI: New Transdisciplinary Approaches in Linguistics (2023)
“Let me say this first…” Reactions of stakeholders towards EMI in Turkey (2023)
What are the drivers of EMI, and does it matter? A close-up look at an Austrian university (2023)
Tracing the Causes of English as a Medium of Instruction through Process Tracing (2022)
'The lady doth protest too much': The use of gendered idiom to unequal ends in interaction (2013)
'What's in a frame?': Single play as collaborative action. (2012)
The sequential organization of pragmatic implicature and its consequential meaning trajectory (2011)
Constructing parity through topic negotiation in an L2 ‘conversation for learning’ activity (2007)
Using focus group discussions for educational research (2004)
Investigating communicative stereotypes: learners’ perspectives on sociopragmatic norms. (2003)
Report
Thesis
Masked Pedagogy: Negotiating self, topic and expertise in conversation-for-learning (2009)