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Professional headshot of Marion Sadoux, wearing glasses and a red scarf, looking at the camera against a blurred background.

Marion Sadoux

Director of the Language Centre

Planet icon https://www.linkedin.com/in/marion-sadoux-34b63435

Marion is aĀ language graduate (UCL, Birkbeck College) and passionate lifelong learner of languages with over twenty years of experience in leadership and management inĀ higher educationĀ in the UK and internationally,Ā specialising in language educationĀ and digital education.Ā Ā 

As Director of the University of Oxford Language Centre,Ā MarionĀ leadsĀ the Centre’s strategic development, overseeing a broad portfolio of language programmes, academic support, and initiatives that promote multilingualism across the University.Ā 

Beyond Oxford, she contributes to national discussions on language education through her involvement on the executive committee of the Association of University Language CommunitiesĀ (AULC),Ā and internationallyĀ as a member of the executive committee for theĀ API Forum (Action Oriented Plurilingual and Intercultural language education).Ā  She is a member of the editorial board of Language Learning in Higher EducationĀ andĀ Patterns of PracticeĀ 

Marion is aĀ Senior Fellow of Advance HE (SFHEA).Ā 

SheĀ was the recipient of two Lord Dearing Awards at the University of Nottingham (Team award for the Language Centre and personal award).Ā Ā Ā 

Pivoting online: collaborative design and delivery of FITĀ (Flexible and Inclusive Teaching)Ā modern language courses at the LanguageĀ CentreĀ wasĀ shortlisted for the 2022 Vice Chancellor Awards

Marionā€™sĀ teaching is underpinned by the belief that language learning should be intellectually engaging, inclusive, and empowering.Ā SheĀ aimsĀ to create learning environments that develop linguisticĀ proficiencyĀ alongside intercultural competence, learner autonomy, and the confidence to communicate in authentic contexts.Ā HerĀ approach is informed by research in language pedagogy andĀ byĀ the core pedagogical values of the Common European Framework of Reference for languages (CEFR).Ā 

In her leadership role, Marion fosters collaborative approaches to teaching by supporting language tutors in developing through engagement in communities of practice. She seeks to build sustainable, research-informed curricula that respond to changing learner needs while providing empowering opportunities for teacher agency and developing iterative cycles of quality enhancement.

At the Language Centre, Marion teaches, French Stage 7, French Stage 4 and French for Law.

Marionā€™s researchĀ focuses on innovation in language teaching and learning in higher education, with particular emphasis on the pedagogical use of digital technologies to enhance student engagement, learner autonomy, and intercultural competence.Ā HerĀ work explores how technology can transform language education through authentic communication, collaborative learning, and curriculum innovation, while critically examining its implications for teaching practice and institutional change.Ā 

A recurring theme inĀ herĀ research is the relationship between digital innovation and pedagogy.Ā HerĀ publications have examined multimodal feedback, online language learning, virtual learning environments, mobile-assisted language learning, informal learning through social media, online language exchanges, and agile approaches to curriculum design. More recently,Ā herĀ work has explored the opportunities and tensions created by emerging technologies, including artificial intelligence, for language education in higher education.Ā Ā 

Her research isĀ closely connectedĀ to practice, informing curriculum development, assessment design, digital learning strategies, and professional development for language educators. It aims to bridge educational research and institutional leadership to improve the quality, accessibility, and sustainability of language provision in higher education.Ā 

Projects:Ā Ā 

Teaching innovation fund, University of oxford 2024-25 Voice chatbot for language learningĀ Ā 

Small teaching and LearningĀ grantsĀ at UNNCĀ Ā 

2014-15 Moods: Moodle navigational design with students (15,000Ā rmb)Ā Ā 

2015-16 Pre Departure to UNNC online course (14,000Ā rmb)Ā Ā 

2015-16 Integration project: Making the most of internationalisation (50,000Ā rmb)Ā Ā 

2016-2018 The Online Language Learning Exchange: from course to App (100,000Ā rmbĀ over two years)Ā 

  • Borthwick, K and Sadoux, M (2026 forthcoming) Liberator or terminator? The paradoxical role of digital technologies for languages in higher education in Sharpe, R., Bennett, S. and Varga-Atkins, T. (eds.) (2026 second edition) Handbook of Digital Higher Education. Cheltenham: Edward Elgar PublishingĀ Ā 
  • Sadoux, M. (2021). How to flip it… never again? Towards agile models of work. In A.Ā PlutinoĀ & E.Ā PoliscaĀ (Eds), Languages at work, competentĀ multilingualsĀ and the pedagogical challenges of COVID-19 (pp. 89-95). Research-publishing.net.Ā https://doi.org/10.14705/rpnet.2021.49.1222Ā Ā 
  • Sadoux, M (2017) Harnessing the power of informal learning: using WeChat, theĀ semi synchronousĀ group chat, to enhance spoken fluency in Chinese learners. In Borthwick, Kate; Bradley, Linda;Ā ThouĆ«sny, Sylvie (Eds), CALL in a climate of change: adapting to turbulent global conditions ā€“ short papers from EUROCALL 2017 (pp. 265-270). Research-publishing.net.Ā https://doi.org/10.14705/rpnet.2017.eurocall2017.724Ā Ā 
  • Sadoux, M. (2017) Collaborative Design and Delivery of an online Language Learning Exchange at the University of Nottingham, Ningbo China. In A handbook of Multi-media in Language Teaching, Xiang Catherine (Ed), CGI Global.Ā Ā 
  • Sadoux, M. (2016). Intercultural language learning at work: a student-designed module. In Erika Corradini, Kate Borthwick, Angela Gallagher-Brett (Eds), Employability for languages: a handbook (pp. 29-37). Dublin Ireland: Research-publishing.net.Ā http://researchpublishing.net/content.php?doi=10.14705/rpnet.2016.cbg2016.9781908416384Ā 
  • Sadoux, M.,Ā Rzycka, D., Jones, M., &Ā Lopez, J. (2016).Ā Overcoming navigational design in a VLE: students as agents of change. In C. Goria, O. Speicher, & S.Ā StollhansĀ (Eds), InnovativeĀ language teaching and learning at university: enhancing participation and collaboration (p. 85-91).Ā Dublin: ResearchĀ publishing.net.Ā http://dx.doi.org/10.14705/rpnet.2016.000409Ā 
  • Ā Sadoux, M (2015).Ā Ā A Journey to the East?Ā Ā TrialsĀ andĀ tribulationsĀ of aĀ personalĀ journeyĀ withĀ technologyĀ andĀ languages.Ā Ā InĀ K.Borthwick,Ā E.CorradiniĀ & A. Dickens (Eds),Ā  10Ā yearsĀ of the LLASĀ elearningĀ symposium: case studies in good practice (pp.11-19).Ā Ā Dublin:Ā Research-publishing.netĀ  doi:10.14705/rpnet.2015.000263Ā http://research-publishing.net/publications/10-years-of-the-llas-elearning-symposium-case-studiesin-good-practice/Ā Ā 
  • Sadoux, M. (2013) Hear, there and everywhere? An Investigation into the Use of Voice Tools in the Languages Field in the UK Higher Education Sector (Report commissioned by the Higher Education Academy published onlineĀ https://www.heacademy.ac.uk/sites/default/files/Hear_there_and_everywhere.pdf)
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