Profile image of Indika Liyanage

A/Prof. Indika Liyanage

STAFF PROFILE

Position

Associate Professor In Tesol

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Melbourne Burwood Campus

Qualifications

Graduate Certificate of Higher Education, Griffith University, 2006
Doctor of Philosophy, Griffith University, 2004
Master of Arts in Applied Linguistics, Griffith University, 2001
Bachelor of Arts (English), Delhi University, 1998

Biography summary

I have created a substantial volume of research that addresses global issues relating to teaching of English to speakers of other languages (TESOL), language/s teacher education with sustained socio-economic benefits in many parts of the world. In teaching, I have empowered students as knowledge-makers by engaging them in research and scholarly dialogue. My career has been marked by strong institutional, research and individual connections in local and global settings to lift socio-economic conditions for disadvantaged communities around the globe.

Career highlights

Some career highlights include the following:

  • Securing of over $1.2 million external competitive research funding.
  • Examination (external examiner) of over 22 HDR theses (PhD & Research Masters).
  • Supervision of several visiting international scholars including: Endeavour Executive Fellows, Postdoctoral Research Fellows, and research associates.
  • Holding International Visiting Scholar appointments in Pennsylvania State University (USA, 2008 & 2010), University of Bangor (UK, 2010), Peking University (China, 2009), Beijing Normal University (China, 2011), and Hong Kong Institute of Education (Hong Kong, 2010).
  • Being an AusAID funded international TESOL consultant in the Republic of Kirabati (2006-2008) contributing to the reforms of its language education policies, Teachers’ College (KTC), and Technical Institute (KTI).

Research interests

My research interests lie in the fields of teaching English to speakers of other languages (TESOL) and language/s teacher education. Their primary focus is on sociocultural, social-political, and socio-educational issues that affect teaching and learning of English and other languages. My work contributes to solving international language education issues as they relate to practice and policy, and the Australian strategic research priority of maximising individuals' economic and social participation.

Teaching interests

I have taught several Units at undergraduate and postgraduate levels. I have been the executive or principal supervisor for a number of higher degree research (HDR) projects in the areas of teaching of English to speakers of other languages (TESOL) and applied linguistics. My supervision is guided by the goals of delivering high quality research training and outcomes. The projects supervised are closely aligned with externally funded research projects. Recent successful completions of doctoral projects (PhD) include:

  • Countering practices of linguistic shame and shaming in English language teaching in Sri Lanka
  • Teachers and Teaching of English in rGyalrong: Prospects and Obscurities
  • Teacher engagement and professional development initiatives: A case study of university ESL teachers in Sri Lanka
  • Countering practices of linguistic shame and shaming in English language teaching in Sri Lanka
  • EAP teachers' conceptions of and interactions with professional development: A phenomenographic investigation
  • Effects of process drama-assisted intervention on oral communication strategies.
  • Teaching design features of English to underperforming students: An intensive communication approach

Publications

Filter by

2021

Geopolitics and trilingual media of instruction in post-conflict Sri Lanka

Indika Borala Liyanage

(2021), pp. 148-163, Rethinking languages education : directions, challenges and innovations, Abingdon, Eng., B1

book chapter

Exploring contested language ideologies in Kiribati

Indika Borala Liyanage, Anthony Walker

(2021), pp. 288-305, Bloomsbury World Englishes: Ideologies, London, Eng., B1

book chapter

Are we thinking critically about critical thinking? Uncovering uncertainties in internationalised higher education

Indika Liyanage, Anthony Walker, Hossein Shokouhi

(2021), Vol. 39, pp. 1-9, Thinking Skills and Creativity, Amsterdam, The Netherlands, C1

journal article
2020

The role of shame in drawing social boundaries for empowerment: ELT in Kiribati

Indika Borala Liyanage, Suresh Canagarajah

(2020), pp. 71-83, The dynamics of language and inequality in education : social and symbolic boundaries in the global South, Bristol, Eng., B1

book chapter

Preparation of teachers and multilingual education: Ethical, just, and student-focussed practices

Indika Borala Liyanage, Wenhao Tao

(2020), pp. 1-22, Multilingual education yearbook 2020 : teacher education and multilingual contexts, Berlin, Germany, B1

book chapter

Multilingual education yearbook 2020 : teacher education and multilingual contexts

Wenhao Tao, Indika Liyanage

(2020), Berlin, Germany, A7

edited book

Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka

H Abeysena, Indika Liyanage

(2020), pp. 0897-0906, INTED 2020 : Proceedings of the 14th International Technology, Education and Development Conference, Valencia, Spain, E1

conference
2019

Language education policy in Sri Lanka

I Liyanage

(2019), pp. 399-413, The Routledge international handbook of language education policy in Asia, London, Eng., B1

book chapter

Agendas, aspirations, education and English language teaching in Kiribati

Indika Liyanage

(2019), pp. 156-166, Identity, equity and social justice in Asia Pacific education, Clayton, Vic., B1

book chapter

Medium of instruction and multilingual contexts: unravelling the questions and unpacking the challenges

Indika Liyanage, Anthony Walker

(2019), pp. 1-24, Multilingual education yearbook 2019 : media of instruction & multilingual settings, Springer, Cham, B1

book chapter

Media of instruction in Indonesia: implications for bi/multilingual education

Anthony Walker, Indika Liyanage, Sari Hidayati, Suwarsih Madya

(2019), pp. 209-229, Multilingual education yearbook 2019 : media of instruction & multilingual settings, Cham, Switzerland, B1

book chapter

Scrutinising Critical Thinking (CT) in Chinese higher education: perceptions of Chinese academics

Ann Wang, Indika Liyanage, Anthony Walker

(2019), pp. 189-208, Multilingual education yearbook 2019 : media of instruction & multilingual settings, Cham, Switzerland, B1

book chapter

Shame in English language teaching: desirable pedagogical possibilities for Kiribati in neoliberal times

I Liyanage, S Canagarajah

(2019), Vol. 53, pp. 430-455, Tesol quarterly, Chichester, Eng., C1

journal article

Multilingual Education Yearbook 2019 Media of Instruction & Multilingual Settings

Indika Liyanage, Tony Walker

(2019), Berlin, Germany, A7

edited book
2018

Re-examining reciprocity in international education

I Liyanage, L Tran, Abe Ata

(2018), pp. 3-22, Educational reciprocity and adaptivity: international students and stakeholders, London, Eng., B1

book chapter

Reconsidering possibilities for integration of international students in tertiary education

I Liyanage, Laura Gurney

(2018), pp. 209-223, Educational reciprocity and adaptivity: international students and stakeholders, London, Eng., B1

book chapter

Trilingualism and languages policy in education in Sri Lanka

I Liyanage

(2018), pp. 492-501, Routledge international handbook on schools and schooling in Asia, Abingdon, Eng., B1

book chapter

Language teacher professional development in Asia: historical trends, current practices and future directions

L Gurney, I Liyanage, Lanxi Huang

(2018), pp. 501-517, Routledge international handbook on schools and schooling in Asia, Abingdon, Eng., B1

book chapter

Internationalization of higher education, mobility, and multilingualism

I Liyanage

(2018), pp. 1-20, Multilingual education yearbook 2018: internationalization, stakeholders & multilingual education contexts, Cham, Switzerland, B1

book chapter

Rethinking the issue of rights for international students

L Tran, Chris Nyland

(2018), pp. 124-141, Educational reciprocity and adaptivity: international students and stakeholders, Abingdon, Eng., B1

book chapter

Multilingual education yearbook 2018 : internationalization, stakeholders & multilingual education contexts

Indika Liyanage

(2018), Berlin, Germany, A7

edited book

Educational reciprocity and adaptivity : international students and stakeholders

Abe Ata, Ly Tran, Indika Liyanage

(2018), London, Eng., A7

edited book
2016

Exploring the professional agency chasm in exam-driven english language education contexts

X Guo, A Diaz, I Liyanage

(2016), pp. 214-230, Global language policies and local educational practices and cultures, Blue Mounds, Wis., B1

book chapter

Uncertainty and reluctance in teaching taboo language: a case study of an experienced teacher of English as an additional language

X Guo, I Liyanage, B Bartlett, T Walker, A Diaz

(2016), pp. 232-243, Global language policies and local educational practices and cultures, Blue Mounds, Wis., B1

book chapter

Internationalisation of Australia-China higher education in times of globalisation

I Liyanage, B Nima

(2016), pp. 1-6, Multidisciplinary research perspectives in education: shared experiences from Australia and China, Rotterdam, The Netherlands, B1

book chapter

EAL teacher-agency: implications for participation in professional development

L Gurney, I Liyanage

(2016), Vol. 11, pp. 49-59, International journal of pedagogies and learning, Abingdon, Eng., C1

journal article

English as an additional language teachers, policy enactments and intercultural understanding

I Liyanage, A Walker, M Weinmann

(2016), Vol. 25, pp. 4-19, TESOL in context, Australia, C1

journal article

Ethnolinguistic diversity within Australian schools: call for a participant perspective in teacher learning

I Liyanage, P Singh, T Walker

(2016), Vol. 11, pp. 211-224, International journal of pedagogies and learning, Abingdon, Eng., C1

journal article

Multidisciplinary research perspectives in education shared experiences from Australia and China

I Liyanage, B Nima

(2016), Rotterdam, The Netherlands, A7

edited book
2015

Re-envisioning teacher education programmes for international students: towards an emancipatory and transformative educational stance

I Liyanage, A Diaz, L Gurney

(2015), pp. 165-178, Sociological and philosophical perspectives on education in the Asia-Pacific region, Singapore, B1

book chapter

Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia

I Liyanage, B Bartlett, T Walker, X Guo

(2015), Vol. 9, pp. 251-264, Innovation in language learning and teaching, London, Eng, C1-1

journal article

TESOL professional standards in the "Asian century": dilemmas facing Australian TESOL teacher education

I Liyanage, T Walker, P Singh

(2015), Vol. 35, pp. 485-497, Asia Pacific journal of education, London, Eng., C1-1

journal article

Accommodating taboo language in English language teaching: issues of appropriacy and authenticity

I Liyanage, T Walker, B Bartlett, X Guo

(2015), Vol. 28, pp. 113-125, Language, culture and curriculum, Oxford, Eng., C1

journal article

Managerialist vis-à-vis learning and development goals for EAL teachers: A case study of an in-service professional development provider

L Gurney, I Liyanage

(2015), Vol. 10, pp. 38-46, International journal of pedagogies and learning, London, Eng., C1

journal article
2014

English for academic purposes: a trojan horse bearing the advance forces of linguistic domination?

I Liyanage, T Walker

(2014), pp. 165-175, Affirming language diversity in schools and society: beyond linguistic apartheid, New York, N.Y., B1-1

book chapter

Interethnic understanding and the teaching of local languages in Sri Lanka

I Liyanage, A Canagarajah

(2014), Vol. 18, pp. 119-136, Minority languages and multilingual education : bridging the local and the global, Dordrecht, Netherlands, B1-1

book chapter

Accommodating Asian EAP practices within postgraduate teacher education: perspectives from Australia

I Liyanage, T Walker

(2014), Vol. 2, pp. 1-12, English for academic purposes (EAP) in Asia : negotiating appropriate practices in a global context, Rotterdam, The Netherlands, B1-1

book chapter

Accommodating Asian Eap Practices Within Postgraduate Teacher Education

Indika Liyanage, Tony Walker

(2014), pp. 1-12, English for Academic Purposes (EAP) in Asia, B1-1

book chapter

Cognitive strategies for dual imperatives: EFL listening and speaking in Chinese universities

Indika Liyanage, Brendan Bartlett, Thomas Tao

(2014), Vol. 5, pp. 46-65, Language education in Asia, Melbourne Vic., C1-1

journal article

English for Academic Purposes (EAP) in Asia: negotiating appropriate practices in a global context

I Liyanage, T Walker

(2014), Rotterdam, The Netherlands, A7-1

edited book

EAL teachers' identity and agency : The impact of participant positioning through in-service professional development

L Gurney, I Liyanage, H Gharachorloo

(2014), pp. 60-66, Weaving theory and practice in teacher education : Proceedings of the Vaka Pasifiki Education Conference 2014, Nuku'alofa, Kingdom of Tonga, E1-1

conference
2013

Innovating TESOL teacher preparation in a global market: lessons from a case study of an Australia EFL teacher in Italy

T Walker, I Liyanage

(2013), pp. 107-115, Teaching innovations supporting student outcomes in the 21st century, London, Eng., B1-1

book chapter

Cultural concepts and EIL: The case of the Republic of Kiribati

I Liyanage, T Walker

(2013), pp. 119-131, Contextualizing the pedagogy of English as an international language: Issues and tensions, Tyne, Eng., B1-1

book chapter

Personality types and languages learning strategies: chameleons changing colours

I Liyanage, B Bartlett

(2013), Vol. 41, pp. 598-608, System, Amsterdam, The Netherlands, C1-1

journal article

Assessing fluency: are the criteria fair?

I Liyanage, R Gardner

(2013), Vol. 4, pp. 27-41, Classroom discourse, London, Eng., C1-1

journal article
2012

Lessons from pre-colonial multilingualism

S Canagarajah, I Liyanage

(2012), pp. 49-65, Routledge handbook of multilingualism, Abingdon, Eng., B1-1

book chapter

Critical pedagogy in ESL/EFL teaching in South Asia: practices and challenges with examples from Sri Lanka

I Liyanage

(2012), pp. 137-151, Critical ELT practices in Asia: key issues, practices, and possibilities, Rotterdam, The Netherlands, B1-1

book chapter

Critical Pedagogy in ESL/EFL Teaching in South Asia

Indika Liyanage

(2012), pp. 137-151, Critical ELT Practices in Asia, B1-1

book chapter

"To be or not to be" metacognitive: learning EFL strategically

I Liyanage, B Bartlett, G Birch, T Tao

(2012), Vol. 9, pp. 5-25, Electronic journal of foreign language teaching, Singapore, C1-1

journal article

Gender and language learning strategies: looking beyond the categories

I Liyanage, B Bartlett

(2012), Vol. 40, pp. 237-253, Language learning journal, Abingdon, Eng., C1-1

journal article
2010

Globalization: medium-of-instruction policy, indigenous educational systems and ELT in Sri Lanka

I Liyanage

(2010), pp. 209-232, Globalization of language and culture in Asia: the impact of globalization processes on language, London, Eng., B1-1

book chapter

From autopsy to biopsy: a metacognitive view of lesson planning and teacher trainees in ELT

I Liyanage, B Bartlett

(2010), Vol. 26, pp. 1362-1371, Teaching and teacher education, Amsterdam, The Netherlands, C1-1

journal article

Relative cultural contributions of religion and ethnicity to the language learning strategy choices of ESL students in Sri Lankan and Japanese high schools

I Liyanage, P Grimbeek, F Bryer

(2010), Vol. 12, pp. 165-180, Asian EFL Journal, [Brisbane, Australia], C1-1

journal article

Religious background and language learning: practical suggestions for deriving best practice in ELT

I Liyanage, B Bartlett, P Grimbeek

(2010), Vol. 46, pp. 28-47, Asian EFL Journal, [Brisbane, Queensland], C1-1

journal article
2008

Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme

I Liyanage, B Bartlett

(2008), Vol. 24, pp. 1827-1836, Teaching and teacher education, Amsterdam, The Netherlands, C1-1

journal article
2006

From conceptual frameworks to testable and simplified models of language learning strategy assessment

I Liyanage, F Bryer, P Grimbeek

(2006), pp. 130-149, Proceedings of the 4th Annual International Conference on Cognition, Language, and Special Education Research, Nashville, Tenn., E1-1

conference
2005

Computing Eysenck's personality types: a closer look at the standard method

I Liyanage, P Grimbeek, G Birch

(2005), pp. 189-195, Proceedings of the 3rd Annual International Conference on Cognition, Language, and Special Education Research, Surfers Paradise, Qld., E1-1

conference

Two short lists for measuring the use of specific strategies when learning languages

P Grimbeek, I Liyanage, F Bryer, G Birch

(2005), pp. 115-124, Proceedings of the 3rd Annual International Conference on Cognition, Language, and Special Education Research, Surfers Paradise, Qld., E1-1

conference
2004

TESOL: Trojan horse of globalisation

G Birch, I Liyanage

(2004), Vol. 1, pp. 93-102, Educating: weaving research into practice : Proceedings of the 2nd Annual Conference on Cognition, Language, and Special Education Research 2004, Surfers Paradise, Qld., E1-1

conference

Religion, ethnicity and language learning strategies

I Liyanage, G Birch, P Grimbeek

(2004), Vol. 2, pp. 222-229, Educating: weaving research into practice : Proceedings of the 2nd Annual International Conference on Cognition, Language, and Special Education Research 2004, Surfers Paradise, Qld., E1-1

conference
2003

Reimagining practice through broadening notions of literacy: implications for the preparation of TESOL teachers

G Birch, J Kearney, S Bridges, I Liyanage

(2003), Vol. 1, pp. 88-94, Reimagining practice: researching change : Proceedings of the 1st Annual International Conference on Cognition, Language, and Special Education Research, Surfers Paradise, Qld., E1-1

conference

Is importing ELT pedagogies viable anymore? : The case of Sri Lanka

I Liyanage

(2003), Vol. 2, pp. 163-174, Reimagining practice: researching change : Proceedings of the 1st Annual International Conference on Cognition, Language, and Special Education Research, Surfers Paradise, Qld., E1-1

conference
2001

Science education through literacy and language (SELL)

B Bartlett, I Liyanage, S Jones, J Penridge, K McKay

(2001), Proceedings of the 9th Annual International Conference on Post-compulsory Education and Training 2001, Gold Coast, Qld., E1-1

conference

Funded Projects at Deakin

Other Public Sector Funding

Inclusive Practices for Children from Culturally and Linguistically Diverse Backgrounds in Early Childhood Education Settings in Victoria and Sichuan: An Exploration of Opportunities for Improved Lear

A/Prof Indika Liyanage, Dr Laura Gurney, A/Prof Bonnie Yim, Dr Natalie Robertson

  • 2017: $25,000

Industry and Other Funding

Contextual Relevance and Transfer of Knowledge in Professional Development Initiatives

A/Prof Indika Liyanage, Prof Christine Ure

  • 2016: $44,857

Transglobal Education and Training in Education Management

A/Prof Indika Liyanage, Prof Christine Ure

  • 2016: $203,570

Performance Monitoring, Result-Based Management and Result-Based Lending Modalities

A/Prof Indika Liyanage, Prof Christine Ure, Prof Brenda Cherednichenko, Dr Laura Gurney

  • 2017: $65,193

Inclusive Practices for Children from Culturally and Linguistically Diverse Backgrounds in Early Childhood Education Settings in Victoria and Sichuan: An Exploration of Opportunities for Improved Lear

A/Prof Indika Liyanage, Dr Laura Gurney, A/Prof Bonnie Yim, Dr Natalie Robertson

  • 2017: $22,727

Contextually Responsive Transfer of Critical Thinking Skills

A/Prof Indika Liyanage, Prof Christine Ure, Dr Hossein Shokouhi

  • 2020: $3,301
  • 2018: $27,420

Contextually Responsive Transfer of Critical Thinking Skills

A/Prof Indika Liyanage, Prof Christine Ure, Dr Hossein Shokouhi

  • 2018: $18,280

Critical Thinking (CT) Skills in Thai Universities: Scrutinising implementational Challenges.

A/Prof Indika Liyanage, Dr Hossein Shokouhi, Dr Mark Rahimi

  • 2019: $61,150

Critical Thinking Skills in Thai Universities - II: Scrutinising Implementation Challenges.

A/Prof Indika Liyanage, Dr Hossein Shokouhi, Dr Mark Rahimi

  • 2020: $116,698

Critical Thinking Skills in Thai Universities (On-line Delivery): Scrutinising Implementation Challenges - III

A/Prof Indika Liyanage, Dr Elham Mohammadi

  • 2021: $42,000

Supervisions

Principal Supervisor
2020

Menchu La

Thesis entitled: Teachers and Teaching of English in rGyalrong: Prospects and Obscurities

Doctor of Philosophy (Education), School of Education

Kamal Abeywickrama

Thesis entitled: Teacher engagement and professional development initiatives: A case study of university ESL teachers in Sri Lanka

Doctor of Philosophy (Education), School of Education

2017

Lanxi Huang

Thesis entitled: Western TESOL Programs and Contextually Responsive ELT in China

Master of Education (Research), School of Education

2016

Laura Gurney

Thesis entitled: EAP teachers' conceptions of and interactions with professional development: A phenomenographic investigation

Doctor of Philosophy (Education), School of Education

Executive Supervisor
2021

Hashini Nuwandika Abesena Athdath Waduge

Thesis entitled: Countering practices of linguistic shame and shaming in English language teaching in Sri Lanka

Doctor of Philosophy (Education), School of Education