I am a Lecturer in Speech and Language Sciences (SLS), qualified speech and language therapist and alumna of SLS at Newcastle. My academic work sits at the intersection of speech and language therapy education, inclusive curriculum development, clinical education and pedagogical innovation.

I have worked in higher education and in SLS at Newcastle since 2013, contributing to undergraduate and postgraduate speech and language therapy programmes through teaching, supervision, curriculum design, assessment, widening participation initiatives (PARTNERS programme), and programme leadership. My professional background as a speech and language therapist informs my teaching and research, particularly my interest in preparing students for reflective, ethical and socially responsive practice.

I am currently undertaking a PhD by publication focused on cultural competence education in pre-registration speech and language therapy. My doctoral work explores how students can be supported to engage with culture, identity, racism, bias, privilege, health inequalities and culturally responsive care in ways that are meaningful, critically reflective and professionally relevant.

Roles & Responsibilities 

Leading Edge Curriculum Education Fellow

Supporting teams across disciplines to implement our Leading-Edge Curriculum. This involves working across boundaries on curriculum transformation at the institutional level, supporting innovative programme redesign that supports excellence through pedagogic innovation.

Joint Degree Programme Director for SLS Undergraduate Programmes

Providing programme leadership for undergraduate Speech and Language Sciences provision, including oversight of student experience, curriculum development, programme quality, assessment, progression and alignment with professional and regulatory expectations.

Practice Educator - Children's Speech and Language Clinic

Supporting students’ clinical education and professional development through supervision in the Children’s Speech and Language Clinic. 

Lecturer In Speech and Language Sciences

Teaching across undergraduate and postgraduate SLS programmes, with a focus on professional practice, child development, clinical education, cultural competence

Memberships

• Health Care Professions Council (HCPC)
• Royal College of Speech and Language Therapists (RCSLT)
• Fellow of the Higher Education Authority (FHEA)
• Association for Scholarship in Medical Education (ASME)

Other Interests

Outside of my university role, I am co-founder of Northern Kings Gym, a local Thai boxing school that I opened with my husband after leaving the NHS in 2013. My passion for teaching and coaching began many years earlier, when I taught Thai boxing and kickboxing at Newcastle University during and after my own student days. Northern Kings Gym continues to coach members of Newcastle University’s Thai Boxing and Kickboxing societies.

I am also a Thai boxing coach, qualified personal trainer and nutrition coach, and a Thai boxing judge. I continue to teach classes and remain actively involved in the sport through voluntary work with a national governing body. I am passionate about promoting Thai boxing, widening participation and improving access to the physical, mental and social benefits of the sport for children and adults.

I also enjoy Olympic weightlifting, yoga and spending time outdoors exploring the wonderful North East and beyond

My research focuses on cultural competence education, inclusive pedagogy and curriculum innovation in speech and language therapy and wider health professions education.

I am currently undertaking a PhD by publication (2025-2031) exploring how cultural competence education can be designed, embedded and evaluated within pre-registration speech and language therapy education. Central to this work is CultuRACE, a programme that I designed and developed to support students’ learning around culture, identity, racism, bias, privilege, health inequalities and culturally responsive care.

CultuRACE is a structured, curriculum-based educational programme that combines facilitated dialogue, reflective learning, case-based activities, LEGO® Serious Play® and digital game-based learning. It aims to create psychologically safer spaces for students to engage with complex and sensitive issues, while supporting the development of reflexivity, cultural humility and professional action.

My research examines the implementation and evaluation of CultuRACE, including students’ experiences of the programme, its contribution to cultural competence education, and the pedagogical principles that support learning in this area. I am particularly interested in how creative, playful and participatory methods can help students engage critically with issues of inequality, power and communication access in professional practice.

My wider scholarship explores student belonging, professional identity development, inclusive curriculum design and the preparation of graduates for equitable, culturally responsive and socially accountable practice with a focus on how students can be supported to engage critically and reflectively with complex issues of culture, inequality, power and professional practice.

Please note as a doctoral student I am unable to provide supervision for other doctoral students

I teach across undergraduate and postgraduate Speech and Language Sciences programmes, on modules related to professional practice, child development, clinical education and speech and language pathology.

My ethos as an educator is grounded in creating inclusive, supportive and intellectually engaging learning environments where students feel able to participate, question, reflect and develop their professional identities. I aim to support students not only to acquire knowledge and clinical skills, but also to become reflective, compassionate and critically aware practitioners who can respond to the diverse needs of individuals, families and communities.

I use active and participatory approaches to learning, including case-based learning, reflective activities, facilitated discussion, digital tools and playful pedagogies. A key example of this is CultuRACE, a curriculum-based programme that supports students to explore culture, identity, racism, bias, privilege, health inequalities and culturally responsive care through dialogue, reflection, LEGO® Serious Play® and digital game-based learning.

Across my teaching, I am particularly interested in supporting students to connect theory, evidence, lived experience, professional standards and real-world practice.

• Articles

  • Jose L, Satar M. Collaborative Intercultural Encounters: A Case Study of Integration and Belonging at a UK Higher Education Institution. Enhancing Teaching and Learning in Higher Education 2026, 3, 81-98.
  • Jose L, Read J, Miller N. Is language a factor in the perception of foreign accent syndrome?. Language and Speech 2016, 59(2), 219-235.