Dr Naashia Mohamed

BA (Stirling), MA (Auckland), PhD (Auckland)


Dr. Naashia Mohamed is a Lecturer in the School of Curriculum and Pedagogy, Faculty of Education and Social Work.

Naashia is a graduate of the the University of Stirling, UK and the University of Auckland, NZ. Her Masters (2001) research compared learning outcomes and learner preferences of using different grammar instruction tasks. Her PhD (2006) research focused on the impact of professional development on language teachers' beliefs and practices.

Naashia began her career as an English as a Second Language teacher in the Maldives. Following her doctoral studies, she worked with the Maldives Ministry of Education in areas of curriculum design, teacher education and professional development. She has held key leadership roles in reforming the national curriculum for Maldivian schools.

Prior to joining the University of Auckland, Naashia taught at the Maldives National University, and the Islamic University of Maldives.  


Research | Current

Naashia has been involved in research projects in the areas of language education and sociolinguistics, with a focus on pedagogical practices that build on learners' linguistic and cultural backgrounds. Areas of particular interest include: bilingualism; bilingual education; language policy; teacher professional development; language teacher education; ethnolinguistic identity; language teaching methodology; teacher cognition and beliefs; and curriculum reform.

Naashia is currently Principal Investigator for the FRDF funded project: Ethnolinguistic Identity of Migrant Youth in New Zealand Schools.

Teaching | Current

  • EDPROFST 226 Introduction to Bilingual Education
  • EDPROFST 227 Language Learning Needs
  • EDPROFST 372: Language Learning through Tasks
  • EDPROFST 374: Language Focused Curriculum
  • EDCURRIC 315: English for New Zealand Teaching

Postgraduate supervision

Yue You: Chinese-as-a-foreign-language (CFL) teachers in New Zealand secondary schools: teachers' beliefs and practices with regard to grammar teaching, Doctor of Philosophy. [Co-supervisor], In process.

Duy Thuy Trang Nguyen: Communities of Practice of Tertiary EFL Teachers in Vietnam and the Cultural Influences on the Teachers’ Participation in the Communities, Doctor of Philosophy. [Co-supervisor], In process.

Desma Lai: Hospitality of refugees in New Zealand Primary Schools: A myth or reality. Master of Education [Main supervisor], In process.

Liwei Deng: Chinese Students’ Perceptions of Native English-Speaking Teachers and Non-Native English-Speaking Teachers in Chinese EFL Teaching. Doctor of Philosophy. [Main supervisor], In process.


Erasmus Mundus Staff Mobility Scholarship to spend 1 month at University of Turku, Finland, as Visiting Researcher, 2016

AILA Solidarity Award to attend AILA Congress, in Brisbane, Australia 2014

University of Auckland International Doctoral Scholarship, 2003 - 2006

Best PhD Thesis Award from Applied Linguistics Association of New Zealand, 2006.

New Zealand Overseas Development Awards Postgraduate Scholarship, 1999 – 2001

British Council Overseas Development Awards Scholarship for Undergraduate Degree, 1994 – 1997

Areas of expertise

Bilingualism and Bilingual Education


Language Policy

Language Teaching Methodology

Teaching English as a Second/Foreign Language (TESOL/TEFL)

Teacher Professional Development

Committees/Professional groups/Services

School of Curriculum and Pedagogy Research Committee

Selected publications and creative works (Research Outputs)

  • Maxwell, T. W., Mohamed, M., Mohamed, N., Naseer, B., Zahir, A., & Nasheeda, A. (2015). Becoming and being academic women: Perspectives from the Maldives. Cogent Education, 2 (1)10.1080/2331186X.2015.1121062
    URL: http://hdl.handle.net/2292/39484
  • Mohamed, N. (2014). The impact of theory and research on three ESL teachers’ beliefs and practices. Maldives National Journal of Research, 2 (1), 48-61.
    URL: http://hdl.handle.net/2292/39485
  • Mohamed, N. (2008). ‘I Have Been Doing Things This Way For So Many Years; Why Should I Change?’ Exploring Teachers’ Resistance to Professional Learning. New Zealand Studies in Applied Linguistics, 14 (1). Related URL.
  • Mohamed, N. (2006). Do learners collaborate during task performance?. Indonesian Journal of English Language Teaching, 2 (1), 110-124. Related URL.
  • Mohamed, N. (2004). Consciousness-raising tasks: a learner perspective. ELT Journal, 58 (3), 228-237. 10.1093/elt/58.3.228
    URL: http://hdl.handle.net/2292/40619


Contact details

Alternative contact

Ext. 48434

Primary office location

Level 5, Room 559
New Zealand

Web links