Gillian Hubbard


PhD (Victoria University of Wellington); BA (Hons); DipTchg; DipTESOL.


Gillian Hubbard was a secondary school English teacher for fourteen years and head of a learning support department. She maintains a strong interest in the needs of students reaching secondary school below the cohort in literacy skills, of students from other language backgrounds, and of te reo Maori speakers in English language settings. She joined the Faculty of Education in 2003 as an English curriculum lecturer and also lectured on language and literacy across the curriculum. At the time of her appointment, she was working on a PhD on the ethical virtue of temperance in the sixteenth-century allegorical poem The Faerie Queene by Edmund Spenser and in Shakespeare’s Hamlet and she has published in this area. She has a longstanding interest in the relationship of literacy needs and literature study in the English classroom, with a focus on the implications for text choice.


As an adjunct research fellow, Gillian currently supervises doctoral students working on students disengaged from secondary English in New Zealand, on the workplace language needs of crop science students in Vietnam, and on wellbeing as an aspect of task design for English language students in Vietnam.  She continues to work on Spenser and Shakespeare and hopes to resume a pattern of presenting at sixteenth-century studies conferences in the US and Europe.  She is also exploring the implications for the New Zealand secondary school context of recent international research on the effects of reading novels on literacy skills.


Vijayan, B. (2019). Malaysian Tertiary Students’ Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study. Victoria University of Wellington.

MacDonald, L. (2018). Silencing and institutional racism in settler-colonial education. Victoria University of Wellington.

Wahyudi, R. (2018). Situating English Language Teaching in Indonesia within a Critical, Global Dialogue of Theories: A Case Study of Teaching Argumentative Writing and Cross-Cultural Understanding Courses. Victoria University of Wellington.

Le, T. (2018). Needs analysis of English for mechanical engineers in the Vietnamese context. Victoria University of Wellington.

Agustina, D. (2017). A complex system of teachers’ beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. Victoria University of Wellington.



Hubbard, G. (2018). Text choice in New Zealand English: In praise of flexibility, complexity and generosity. English in Aotearoa. 94. 20-23

Hubbard, G. (2017).  Text choice for the English (language arts) classroom in New Zealand: Balancing needs and environment in the face of a potential move to increased accountability at Years 9 and 10. New Zealand Annual Review of Education. 22. 78.

Cui, L., Hubbard, G., & Gleeson, M. (2015). Teaching poetry to Chinese English majors: a review of articles from 2000-2013. English Teaching : Practice and Critique14(3), 270–284.

Hubbard, G. (2014) Stoics, epicureans and the “sound sincerity of the gospel in book 2 of Edmund Spenser’s The Faerie Queene. Studies in Philology, 111, 2, 225 - 254

Hubbard, G. (2012) “’Send your Angel’: Augustinian Nests and Guyon’s Faint.” Spenser Studies XXVII, 107 – 132

Media article

Hubbard, G.C. (2018). English teaching not perfect but it works. Newsroom April 27.

Conference Presentations

Hubbard, G.C (2019). Truth, zeal and the risk of error in Martinus Magistris and Edmund Spenser. Sixteenth Century Society Conference. St. Louis Missouri.

Hubbard, G.C. (2016). Sophronizen tous allous: “Making the others temperate” and Spenser. Sixteenth Century Society Conference. Bruges

Hubbard, G.C. (2015). Phaedria as the servant of weakness of will. 5th International Spenser Society Conference. Dublin

Chapter in Book

Hubbard, G., Te Maro, P., Craig, J.,Grundy, J., Robyns, R., (2010) 'Language diversity and equity in New Zealand schools: 'I make more sense in Māori'', in Delving into diversity: an international exploration of issues of diversity in education, edited by Vanessa Green & Sue Cherrington (New York, Nova Science), pp. 175-184.