INDIKA LIYANAGE
Biographic Data
| ID | 5998666 |
|---|---|
| NAME | INDIKA LIYANAGE |
| GIVEN NAMES | INDIKA |
| FAMILY NAME | LIYANAGE |
| SIGNATURE | LIYANAGE I |
| AFFILIATIONS | Beijing Normal-Hong Kong Baptist University |
| ORCID | 0000-0001-6459-4977 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Professional Development (PD) Paradox
Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice, learning, and unique individual strengths and needs in development and refinement of their identities as professionals capable of optimising learning outcomes. The study reported in this paper used data obtained…
Life, Death, and the Teacher
Holistic teacher education calls for nurturing the ‘whole teacher’, yet often omits the foundational themes of life and death, particularly within cultural contexts where they are potent taboos. This Grounded Theory study investigates how Chinese university educators’ perceptions of their preparation in life and death education can inform more holistic teacher training. Data from eight educators reveal a core phenomenon of constantly Negotiating …
Multilingualism and Internationalization of Higher Education
Multilingualism is essential in the processes and practices of internationalized higher education (HE). However, internationalized HE has become a business in which one language—English—is privileged in policy settings and in educational and academic practice. Despite the international and multilingual backgrounds of staff and students, internationalization is characterized by an ideology which dictates that only a rigidly prescribed academic var…
English language teacher education and linguistic shame and shaming in non-Anglophone settings
Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher education in settings outside the Anglosphere where English is taught and learned as an additional la…
English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC)
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be ap…
Linguistic shaming and emotional labour
Teacher professional learning and development
Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individuall…
Shame in English language teaching
Inadequate attention paid to understanding the complex relations between personal drives and situated social constraints means affect remains the least understood of language learning variables (Scovel, 2001). At a time when English is uncritically and universally treated as desirable, it is significant that its learning and use evokes shame in some communities. In this study, the authors analyze how Kiribati nationals and international developme…
Accommodating taboo language in English language teaching
Culturally specific language practices related to vernacular uses of taboo language such as swearing represent a socially communicative minefield for learners of English. The role of classroom learning experiences to prepare learners for negotiation of taboo language use in social interactions is correspondingly complicated and ignored in much of the language teaching research literature. English language teachers confront not only obstacles to e…
Personality types and languages learning strategies
From autopsy to biopsy
Global Donors and English Language Teaching in Kiribati
Programy dlia zagal'noosvitnih navchal'nyh zakladiv ta spetsializovanyh shkil z poglyblenym vyvchenniam inozemnyh mov
Contextually responsive transfer
Shame in English language teaching
Inadequate attention paid to understanding the complex relations between personal drives and situated social constraints means affect remains the least understood of language learning variables (Scovel, 2001). At a time when English is uncritically and universally treated as desirable, it is significant that its learning and use evokes shame in some communities. In this study, the authors analyze how Kiribati nationals and international developme…
Accommodating taboo language in English language teaching
Culturally specific language practices related to vernacular uses of taboo language such as swearing represent a socially communicative minefield for learners of English. The role of classroom learning experiences to prepare learners for negotiation of taboo language use in social interactions is correspondingly complicated and ignored in much of the language teaching research literature. English language teachers confront not only obstacles to e…
Contextually responsive transfer
Personality types and languages learning strategies
From autopsy to biopsy
Contextually responsive transfer
Global Donors and English Language Teaching in Kiribati
Programy dlia zagal'noosvitnih navchal'nyh zakladiv ta spetsializovanyh shkil z poglyblenym vyvchenniam inozemnyh mov
From autopsy to biopsy
Personality types and languages learning strategies
Accommodating taboo language in English language teaching
Culturally specific language practices related to vernacular uses of taboo language such as swearing represent a socially communicative minefield for learners of English. The role of classroom learning experiences to prepare learners for negotiation of taboo language use in social interactions is correspondingly complicated and ignored in much of the language teaching research literature. English language teachers confront not only obstacles to e…
Shame in English language teaching
Inadequate attention paid to understanding the complex relations between personal drives and situated social constraints means affect remains the least understood of language learning variables (Scovel, 2001). At a time when English is uncritically and universally treated as desirable, it is significant that its learning and use evokes shame in some communities. In this study, the authors analyze how Kiribati nationals and international developme…
Teacher professional learning and development
Understanding teacher learning, and relations between that learning and practice, has become a research priority in the quest for quality. Managerial policy discourses that commodify teachers as academic capital encourage institutions to adopt linear models of professional learning and development (PLD) as auditable value-adding, yet this perspective is at odds with conceptualisations of teacher learning as complex, unpredictable, and individuall…
English teachers’ identity-agency and curriculum reform policies in the People’s Republic of China (PRC)
Forum on “The emotional landscape of English medium instruction (EMI) in higher education”
The studies presented in this special issue on the emotional landscape of English medium instruction (EMI) in higher education settings offer valuable insights into the variety of emotions that get entangled in policies, discourses, and practices in local EMI contexts, and the emotional effects of EMI on various stakeholders, such as students, teachers, and administrators. It is also important to contemplate 1) how the research findings can be ap…
Linguistic shaming and emotional labour
English language teacher education and linguistic shame and shaming in non-Anglophone settings
Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher education in settings outside the Anglosphere where English is taught and learned as an additional la…
Multilingualism and Internationalization of Higher Education
Multilingualism is essential in the processes and practices of internationalized higher education (HE). However, internationalized HE has become a business in which one language—English—is privileged in policy settings and in educational and academic practice. Despite the international and multilingual backgrounds of staff and students, internationalization is characterized by an ideology which dictates that only a rigidly prescribed academic var…
The Professional Development (PD) Paradox
Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice, learning, and unique individual strengths and needs in development and refinement of their identities as professionals capable of optimising learning outcomes. The study reported in this paper used data obtained…
Life, Death, and the Teacher
Holistic teacher education calls for nurturing the ‘whole teacher’, yet often omits the foundational themes of life and death, particularly within cultural contexts where they are potent taboos. This Grounded Theory study investigates how Chinese university educators’ perceptions of their preparation in life and death education can inform more holistic teacher training. Data from eight educators reveal a core phenomenon of constantly Negotiating …
Pedagogy (10 works) · Sociology (9 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (6 works) · Multilingual Education and Policy (6 works) · Psychology (6 works) · Negotiation (5 works) · Second Language Learning and Teaching (5 works) · Computer Science (4 works) · Mathematics education (4 works)