Lesley Harbon
Biographic Data
| ID | 5435324 |
|---|---|
| NAME | Lesley Harbon |
| GIVEN NAMES | Lesley |
| FAMILY NAME | Harbon |
| SIGNATURE | HARBON L |
| AFFILIATIONS | University of Technology Sydney |
| ORCID | 0000-0002-7873-400X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The Impact of a Global Mobility Program
This article reports on the case of returnees from a student global mobility program, their recollections of motivation to apply to participate and their perceptions of the impact of that mobility experience 25 years later. The article outlines the original goals of the program, describing the scope and nature of the international experiences for the pre-service teachers from the state of Tasmania, Australia and the province of West Sumatra, Indo…
Observing the Craft of Mentoring Students During the Year Abroad
As a senior university manager overseeing targeted study abroad programs in the Bachelor of Arts in International Studies (BAIS) at the University of Technology Sydney (UTS), I had the opportunity to accompany Associate Professor Ilaria Vanni-Accarigi on a Block Visit to our students in Italy. This experience deepened my understanding of the nuanced pedagogical approaches that support students’ successful international experiences, highlighting t…
Rethinking the UTS International Studies Degree Post-Covid 19
The Bachelor of Arts in International Studies (BAIS) at UTS has been reimagined to address the challenges of the Covid-19 pandemic and shifting priorities in higher education. The redesign introduces flexible global mobility options, including virtual experiences and localised intercultural learning, while embedding the Indigenous Graduate Attribute (IGA) across the curriculum. By blending physical, virtual, and local experiences, the program fos…
Dispelling the monolingual myth
The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners’ literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, wher…
Continuity of Language Learning from Primary to Secondary
This paper explores secondary school students’ investment in their language learning after having graduated from one of four bilingual (also termed Content and Language Integrated Language (CLIL)) primary school programs in New South Wales (NSW), Australia. We show the different study pathways pursued by a selection of students and illustrate whether and how students continue with language learning from their bilingual primary program, how they m…
A ‘disjunct’ in the linguistic landscape
In Indonesia’s schoolscapes, messages regarding food and nutrition abound. The researchers conducted descriptive, evaluative research on the nature and scope of the linguistic landscape around 20 primary school grounds in Jakarta and Depok education districts. The purpose of this study was to gather (digitally) and analyze food/nutrition signs/texts in order to determine which languages are represented in which places, and the kinds of messages f…
Examining bilingual and bicultural identity in young students
This article examines young students' bilingual and bicultural identity. Observational, survey, and interview data as well as data from primary school students' journals indicated that that students found it more challenging to identify as bilingual than as bicultural. Both individual and social factors contributed to students' bilingual and bicultural identity development, and three interrelated elements (connection, interaction, and investment)…
Self‐Regulation in Second Language Learning
This study investigates how students of the Japanese language regulate the learning of kanji (Japanese written characters). Skill in reading kanji has an important effect on learners' progress in interpretive reading. Data collected over one year were drawn from interviews with 12 students. The study highlighted an inability for many students to control emotions, manage commitments, and control boredom and procrastination when studying kanji . Mo…
Reading for meaning
This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers partici…
Indonesian language studies in Australia
Examining bilingual and bicultural identity in young students
This article examines young students' bilingual and bicultural identity. Observational, survey, and interview data as well as data from primary school students' journals indicated that that students found it more challenging to identify as bilingual than as bicultural. Both individual and social factors contributed to students' bilingual and bicultural identity development, and three interrelated elements (connection, interaction, and investment)…
Self‐Regulation in Second Language Learning
This study investigates how students of the Japanese language regulate the learning of kanji (Japanese written characters). Skill in reading kanji has an important effect on learners' progress in interpretive reading. Data collected over one year were drawn from interviews with 12 students. The study highlighted an inability for many students to control emotions, manage commitments, and control boredom and procrastination when studying kanji . Mo…
Continuity of Language Learning from Primary to Secondary
This paper explores secondary school students’ investment in their language learning after having graduated from one of four bilingual (also termed Content and Language Integrated Language (CLIL)) primary school programs in New South Wales (NSW), Australia. We show the different study pathways pursued by a selection of students and illustrate whether and how students continue with language learning from their bilingual primary program, how they m…
Reading for meaning
This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers partici…
Indonesian language studies in Australia
Indonesian language studies in Australia
Reading for meaning
This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers partici…
Examining bilingual and bicultural identity in young students
This article examines young students' bilingual and bicultural identity. Observational, survey, and interview data as well as data from primary school students' journals indicated that that students found it more challenging to identify as bilingual than as bicultural. Both individual and social factors contributed to students' bilingual and bicultural identity development, and three interrelated elements (connection, interaction, and investment)…
Self‐Regulation in Second Language Learning
This study investigates how students of the Japanese language regulate the learning of kanji (Japanese written characters). Skill in reading kanji has an important effect on learners' progress in interpretive reading. Data collected over one year were drawn from interviews with 12 students. The study highlighted an inability for many students to control emotions, manage commitments, and control boredom and procrastination when studying kanji . Mo…
A ‘disjunct’ in the linguistic landscape
In Indonesia’s schoolscapes, messages regarding food and nutrition abound. The researchers conducted descriptive, evaluative research on the nature and scope of the linguistic landscape around 20 primary school grounds in Jakarta and Depok education districts. The purpose of this study was to gather (digitally) and analyze food/nutrition signs/texts in order to determine which languages are represented in which places, and the kinds of messages f…
Dispelling the monolingual myth
The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners’ literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, wher…
Continuity of Language Learning from Primary to Secondary
This paper explores secondary school students’ investment in their language learning after having graduated from one of four bilingual (also termed Content and Language Integrated Language (CLIL)) primary school programs in New South Wales (NSW), Australia. We show the different study pathways pursued by a selection of students and illustrate whether and how students continue with language learning from their bilingual primary program, how they m…
The Impact of a Global Mobility Program
This article reports on the case of returnees from a student global mobility program, their recollections of motivation to apply to participate and their perceptions of the impact of that mobility experience 25 years later. The article outlines the original goals of the program, describing the scope and nature of the international experiences for the pre-service teachers from the state of Tasmania, Australia and the province of West Sumatra, Indo…
Observing the Craft of Mentoring Students During the Year Abroad
As a senior university manager overseeing targeted study abroad programs in the Bachelor of Arts in International Studies (BAIS) at the University of Technology Sydney (UTS), I had the opportunity to accompany Associate Professor Ilaria Vanni-Accarigi on a Block Visit to our students in Italy. This experience deepened my understanding of the nuanced pedagogical approaches that support students’ successful international experiences, highlighting t…
Rethinking the UTS International Studies Degree Post-Covid 19
The Bachelor of Arts in International Studies (BAIS) at UTS has been reimagined to address the challenges of the Covid-19 pandemic and shifting priorities in higher education. The redesign introduces flexible global mobility options, including virtual experiences and localised intercultural learning, while embedding the Indigenous Graduate Attribute (IGA) across the curriculum. By blending physical, virtual, and local experiences, the program fos…
Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Pedagogy (5 works) · Sociology (4 works) · Computer Science (3 works) · Global Education and Multiculturalism (3 works) · Indonesian (3 works) · Multilingual Education and Policy (3 works) · Political science (3 works)