Griffith University

Senior Lecturer, School of Education and Professional Studies
Contact details for Dr Indika Liyanage

Research expertise

• Second language teacher training
• Second/foreign language teaching methodology
• Second language acquisition
• Second language learning strategies (Second language mainly ESL)

Current teaching areas

• Nature of language learning
• Text-based second language teaching and learning
  
• Action research
• Research Higher Degree supervision
  

Publications

Book chapters

• Liyanage, I. (forthcoming). Critical pedagogy in ESL/EFL teaching in South-east Asia: Practices and challenges with examples from Sri Lanka. In K. Sung & R. Pederson (Eds.), Critical ELT practices in Asia: Key issues, practices, and possibilities: Sense Publishers.
  
• Canagarajah, A. S., & Liyanage, I. (forthcoming). Colonial and Post-colonial Contexts of Multilingualism in Sri Lanka. In M. Martin-Jones, A. Blackledge & A. Creese (Eds.), Routledge handbook on multilingualism.
• Canagarajah, A. S., & Liyanage, I. (forthcoming). English as a neo-colonial language. In K. d. Bot, K. Schreuder & D. Wolff (Eds.), Mouton handbook of English as a foreign language.
• Liyanage, I. (2010). Globalisation: Medium-of-instruction policy, indigenous educational systems and ELT in Sri Lanka. In V. Vaish (Ed.), Globalization of language and culture in Asia (pp. 209-232). London: Continuum.
  

Refereed journals

• Liyanage, I., & Bartlett, B. (2011). Gender and language learning strategies: Looking beyond the categories. Language Learning Journal, 39(3).
• Liyanage, I., & Bartlett, B. (2010). From autopsy to biopsy: A metacognitive view of lesson planning for teacher trainees in ELT. Teaching and Teacher Education, 26(7), 1362-1371.
• Liyanage, I., Bartlett, B., & Grimbeek, P. (2010). Religious background and language learning: Practical suggestions for deriving best practice in ELT. Asian EFL Journal, 46, 28-47.
  
• Liyanage, I., Grimbeek, P., & Bryer, F. (2010). Relative cultural contributions of religion and ethnicity to the language learning strategy choices of ESL students in Sri Lankan and Japanese high schools. Asian EFL Journal, 12(1), 165-180.
• Liyanage, I. (2009). Global Donors and ELT in Kiribati. TESOL Quarterly, 44(4), 732-737.
• Liyanage, I., & Bartlett, B. J. (2008). Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme. Teaching and Teacher Education, 24(7), 1827-1836.
• Liyanage, I. (2008). Pre-packaged multimodal Resources and Second Language Teacher Agency. Journal of the Korean School Textbook Research, 2(3), 251-258.
• Liyanage, I. (2008). Teacher-training and multiage settings: Reasons for inclusion. Journal of Multiage Education, 3(3), 26-28.
• Liyanage, I., & Birch, G. (2001). English for General Academic Purposes: Catering to Discipline-Specific Needs. Queensland Journal of Educational Research, 17(1), 48-67.

Papers in international conference proceedings (refereed)

• Liyanage, I. (2008). Pre-packaged multimodal Resources and Second Language Teacher Agency. In H. Hyu (Ed.), International Symposium on the World School Textbook (pp. 30-38). Kongju, Korea: College of Education, Kongju National University, Korea.
• Liyanage, I. (2007, 21-24 November). Pedagogic Content Knowledge & Pedagogic Knowledge – Contextually Responsive Transfer. Paper presented at the 2nd International conference on Language, Education & Diversity (LED), Hamilton, New Zealand.
• Liyanage, I., Bryer, F., & Grimbeek, P. (2006). From Conceptual Frameworks to Testable and Simplified Models of Language Learning Strategy Assessment. In F. Bryer (Ed.), Informing practice; improving research (pp. 130-149). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Liyanage, I., Grimbeek, P., & Birch, G. (2005). Computing Eysenck's personality types: A closer look at the standard method. In B. Bartlett, F. Bryer & D. Roebuck (Eds.), Stimulating the "Action" as Participants in Participatory Research (Vol. 2, pp. 189-195). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Grimbeek, P., & Liyanage, I. (2005, December). The latent variables underlying language learning strategy types: metacognitive, cognitive and social-affective. Paper presented at the 3rd Annual International Conference on Cognition, Language & Special Education, Crowne  Plaza, Gold Coast Australia.
• Grimbeek, P., Liyanage, I., Bryer, F., & Birch, G. (2005). Two short lists for measuring the use of specific strategies when learning languages. In B. Bartlett, F. Bryer & D. Roebuck (Eds.), Stimulating the "Action" as Participants in Participatory Research (Vol. 2, pp. 115-124). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Liyanage, I., Grimbeek, P., & Birch, G. (2005, December). The link between personality type and language learning strategies: A methodological note about personality type. Paper presented at the 3rd Annual International Conference on Cognition, Language & Special Education, Crowne Plaza, Gold Coast Australia.
• Birch, G., & Liyanage, I. (2004). TESOL: Trojan horse of globalisation. In B. Bartlett, F. Bryer & D. Roebuck (Eds.), Educating: Weaving Research into Practice (Vol. 1, pp. 93-102). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Liyanage, I., Birch, G., & Grimbeek, P. (2004). Religion, ethnicity and language learning strategies. In B. Bartlett, F. Bryer & D. Roebuck (Eds.), Educating: Weaving research into practice (Vol. 2, pp. 222-229). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Birch, G., Kearney, J., Bridges, S., & Liyanage, I. (2003). Reimagining Practice through Broadening Notions of Literacy: Implications for the Preparation of TESOL Teachers. In B. Bartlett, F. Bryer & D. Roebuck (Eds.), Reimagining Practice: Researching Change (Vol. 1, pp. 88-94). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Liyanage, I. (2003). Is importing ELT pedagogies viable anymore? : The case of Sri Lanka. In B. Bartlett, F. Bryer & R. Roebuck (Eds.), Reimagining Practice: Researching Change (Vol. 2, pp. 163-174). Brisbane, Australia Griffith University, School of Cognition, Language, and Special Education.
• Liyanage, I. (2003). Language Learning Strategies: What do they tell us about a 'monomodel' approach to Teaching ESL in a multicultural society? Paper presented at the International Conference on Language, Education and Diversity, The University of Waikato, Hamilton, New Zealand.
• Bartlett, B. J., Liyanage, I., Jones, S., Penridge, J., & McKay, K. (2001, 3 -5 December). Science education through literacy and language (SELL). Paper presented at the 9th Annual International Conference on Post-compulsory Education and Training, Parkroyal, Gold Coast, Queensland.

Other publications/presentations

• Liyanage, I. (2009). Key Note. Teacher Research - Investigating our practice. . Paper presented at the PGIE Forum, Postgraduate Institute of Education, Open University, Sri Lanka, 23 Jan.
  
• Liyanage, I. (2008). Teacher agency and lesson planning in ESL/EFL. Paper presented at the Applied Linguistics Roundtable, Pennsylvania State University, Pennsylvania, USA, 17 October.
  
• Liyanage, I. (2003). Language learning strategies: What do they tell us about ELT pedagogy? Paper presented at the Annual International Congress of the Applied Linguistics Association of Australia (ALAA), Brisbane, Queensland, Australia, 12-14 July.
  
• Liyanage, I. (2002). Second Language learning strategies and personality types - Is there a connection? Paper presented at the Biennial Conference Organised by the Monash Institute of South East Asian Studies, Monash University, Melbourne Australia. 6-10 July.
  

Reports

• Liyanage, I., & Birch, G. (2008). Kiribati Australia Nursing Initiative Academic Preparation Programme (KANI-APP) AusAID consultancy final report Final Report . Brisbane, Australia: Griffith University.
• Liyanage, I., & Birch, G. (2007). Kiribati Australia Nursing Initiative Academic Preparation Programme (KANI-APP) AusAID consultancy final report Final Report. Brisbane, Australia: Griffith University.

Theses

• Liyanage, I. (2004). An exploration of language learning strategies and learner variables of Sri Lankan Learners of English as a second language with special reference to their personality types. Unpublished thesis (PhD)—Griffith University, Queensland, Australia.
• Liyanage, I., (2000). The integration of discipline-specific tasks into English for General Academic Purposes (EGAP) Course. Unpublished thesis (M.A.) Griffith University, Queensland, Australia.