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
I Liyanage, P Phantharakphong
(2023), pp. 200-213, East And Southeast Asian Perspectives On The Internationalisation Of Higher Education: Policies, Practices And Prospects, London, Eng., B1
An identity-agency perspective on overseas academic development of Thai university English teachers
Indika Liyanage, Phatchara Phantharakphong
(2023), pp. 1-13, International Journal for Academic Development, C1
Indika Liyanage
(2023), Vol. 75, pp. 1-10, Linguistics and Education, Amsterdam, The Netherlands, C1
Indika Liyanage, Tony Walker
(2023), Educational Research for Policy and Practice, Berlin, Germany, C1-1
Jia Yap, Nutthida Tachaiyaphum, Indika Liyanage
(2022), pp. 10-22, Narratives of Qualitative PhD Research, London, Eng., B1
P Phantharakphong, I Liyanage
(2022), Vol. 50, pp. 311-323, Asia-Pacific Journal of Teacher Education, C1
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
Exploring contested language ideologies in Kiribati
Indika Borala Liyanage, Anthony Walker
(2021), pp. 288-305, Bloomsbury World Englishes: Ideologies, London, Eng., B1
English language education policy in Sri Lanka Historical developments, current realities and future challenges
Indika Liyanage
(2021), pp. 90-103, ENGLISH IN EAST AND SOUTH ASIA, B1
Indika Liyanage, Anthony Walker, Hossein Shokouhi
(2021), Vol. 39, pp. 1-9, Thinking Skills and Creativity, Amsterdam, The Netherlands, C1
I Liyanage, P Phantharakphong, P Sudathip, O Namwong
(2021), Vol. 62, pp. 265-296, PASAA, C1
Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts
Luke Cuttance
(2020), pp. 23-42, Multilingual Education Yearbook 2020, Cham, Switzerland, B1
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
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
Multilingual education yearbook 2020 : teacher education and multilingual contexts
Wenhao Tao, Indika Liyanage
(2020), Berlin, Germany, A7
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
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
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
Indika Liyanage, Anthony Walker
(2019), pp. 1-24, Multilingual education yearbook 2019 : media of instruction & multilingual settings, Springer, Cham, B1
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
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
I Liyanage, S Canagarajah
(2019), Vol. 53, pp. 430-455, Tesol quarterly, Chichester, Eng., C1-1
Multilingual Education Yearbook 2019 Media of Instruction & Multilingual Settings
Indika Liyanage, Tony Walker
(2019), Berlin, Germany, A7
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
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
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
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
Indika Liyanage
(2018), Berlin, Germany, A7
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
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
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
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
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
I Liyanage, P Singh, T Walker
(2016), Vol. 11, pp. 211-224, International journal of pedagogies and learning, Abingdon, Eng., C1
Multidisciplinary research perspectives in education shared experiences from Australia and China
I Liyanage, B Nima
(2016), Rotterdam, The Netherlands, A7
I Liyanage, A Diaz, L Gurney
(2015), pp. 165-178, Sociological and philosophical perspectives on education in the Asia-Pacific region, Singapore, B1
I Liyanage, B Bartlett, T Walker, X Guo
(2015), Vol. 9, pp. 251-264, Innovation in language learning and teaching, London, Eng, C1-1
I Liyanage, T Walker, P Singh
(2015), Vol. 35, pp. 485-497, Asia Pacific journal of education, London, Eng., C1-1
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
L Gurney, I Liyanage
(2015), Vol. 10, pp. 38-46, International journal of pedagogies and learning, London, Eng., C1
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
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
Accommodating Asian EAP practices within postgraduate teacher education: perspectives from Australia
I Liyanage, I Liyanage, T Walker, 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
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
English for Academic Purposes (EAP) in Asia: negotiating appropriate practices in a global context
I Liyanage, T Walker
(2014), Rotterdam, The Netherlands, A7-1
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
T Walker, I Liyanage
(2013), pp. 107-115, Teaching innovations supporting student outcomes in the 21st century, London, Eng., B1-1
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
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
Assessing fluency: are the criteria fair?
I Liyanage, R Gardner
(2013), Vol. 4, pp. 27-41, Classroom discourse, London, Eng., C1-1
Lessons from pre-colonial multilingualism
S Canagarajah, I Liyanage
(2012), pp. 49-65, Routledge handbook of multilingualism, Abingdon, Eng., B1-1
I Liyanage
(2012), pp. 137-151, Critical ELT practices in Asia: key issues, practices, and possibilities, Rotterdam, The Netherlands, B1-1
"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
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
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
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
I Liyanage, P Grimbeek, F Bryer
(2010), Vol. 12, pp. 165-180, Asian EFL Journal, [Brisbane, Australia], C1-1
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
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
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
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
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
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
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
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
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
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
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
DETVic Grant - Research - Department of Education and Training Victoria
- 2017: $25,000
Industry and Other Funding
Contextual Relevance and Transfer of Knowledge in Professional Development Initiatives
A/Prof Indika Liyanage, Prof Christine Ure
Beijing Institute of Technology, Beijing Normal University
- 2016: $44,857
Transglobal Education and Training in Education Management
A/Prof Indika Liyanage, Prof Christine Ure
Communist Party of Ho Chi Minh City
- 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
Ministry of Education, Sri Lanka
- 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
Sichuan Normal University
- 2017: $22,727
Contextually Responsive Transfer of Critical Thinking Skills
A/Prof Indika Liyanage, Prof Christine Ure, Dr Hossein Shokouhi
Beijing Institute of Technology
- 2020: $3,301
- 2018: $27,420
Contextually Responsive Transfer of Critical Thinking Skills
A/Prof Indika Liyanage, Prof Christine Ure, Dr Hossein Shokouhi
Beijing Normal University
- 2018: $18,280
Critical Thinking (CT) Skills in Thai Universities: Scrutinising implementational Challenges.
Dr Kim Davies, Dr Hossein Shokouhi, Dr Mark Rahimi, A/Prof Indika Liyanage
Khon Kaen University
- 2019: $61,150
Critical Thinking Skills in Thai Universities - II: Scrutinising Implementation Challenges.
Dr Kim Davies, Dr Hossein Shokouhi, Dr Mark Rahimi, A/Prof Indika Liyanage
Khon Kaen University
- 2020: $116,698
Critical Thinking Skills in Thai Universities (On-line Delivery): Scrutinising Implementation Challenges - III
Dr Kim Davies, Dr Elham Mohammadi, A/Prof Indika Liyanage
Khon Kaen University
- 2021: $42,000
Supervisions
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
Lanxi Huang
Thesis entitled: Western TESOL Programs and Contextually Responsive ELT in China
Master of Education (Research), School of Education
Laura Gurney
Thesis entitled: EAP teachers' conceptions of and interactions with professional development: A phenomenographic investigation
Doctor of Philosophy (Education), School of Education
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