Honorary Associate Professor Lesley Harbon

BA(Sydney), DipEd(Sydney), MEd(UNE), PhD(UTAS)

Honorary Associate Professor

Email:

Phone: +61 2 9351 2022

Fax: +61 2 9351 2606

Building.Room: A35.337

Research interests

Teaching English to Speakers of Other Languages

  • Languages and cultures education
  • Second language acquisition


Keywords

intercultural languages education, language teacher professional development, immersion languages education



Professional biography

During her university undergraduate career, Lesley added German as a foreign language to her repertoire and then began a teaching career that took her across Australia, teaching Indonesian and German at primary, secondary and tertiary levels.

Her work with language-teacher education developed through positions she has held since the mid 90s in teacher-education faculties at the universities of Tasmania and Sydney.

For 15 years, until early 1990s, Lesley edited Pelangi, a publication for the teaching and learning of Indonesian in Australian schools published at the University of Southern Queensland Press.

From 2002 until 2006 Lesley edited Babel, the journal of the Australian Federation of Modern Language Teachers Assocations. She continues to research in the areas of language-teacher education, intercultural-languages education, bilingual-immersion education and study-abroad short-term programs for language teachers.



Awards

  • Faculty of Education and Social Work Teaching Excellence Award 2008



Professional and community roles

  • Community Outreach Advisor, Sydney Southeast Asia Centre Executive

  • Project Advisory Group, Endeavour Language Teacher Fellowships

  • Joint Selection Team, Australian Development Scholarships, Indonesia

  • Member, Modern Language Teachers' Association of NSW



Current projects

  • Pre-service teachers and intercultural-language learning (with R Moloney and R Fielding)
  • Australian language teachers' immersion in-country professional development experiences: extent, scope, nature, outcomes and purposes.
  • CLIL/immersion language education in four NSW primary schools (with R. Fielding)
  • Teacher professional development in Southeast Asia (with K. Laws)
  • Teachers development in primary schools in China (with P Miao)


Current research students

Project title Degree Research student
Accommodating English, Islam, and secular values: An exploration of pre-service English teacher education curriculum in Islamic and secular public universities in Indonesia. PhD Abdul Hadi
LECTURERS’ ADOPTION AND INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN ENGLISH TEACHER EDUCATION AT TWO UNIVERSITIES IN THE MEKONG DELTA, VIET NAM Ed.D Mai Xuan Le
EFL Reading in Three Indonesian Universities: Perspectives of Key Stakeholders in Diverse Cultural Contexts PhD Harits Masduqi
The strategic competence of lecturers of Teacher Language Awareness in EFL pedagogical practices at Syiah Kuala University MPhilEd Muhammad Aulia


Selected publications

Books

  • Harbon, L. & Moloney, R. (Eds.). (2013). Language teachers' narratives of practice . UK: Cambridge Scholars Publishing.
  • Laws, K., Harbon, L., & Wescombe, C. (Eds.). (2013). Supporting Professional Development with Learning through Action Projects: Research from Australia & Southeast Asia. Developing Educational Professionals in Southeast Asia (DEPISA).
  • Laws, K., Harbon, L. & Fielding, R. (Eds.). (2011). Teacher professional development in Southeast Asia: perspectives from Indonesia, Laos, Thailand and Vietnam. . Sydney: K. Laws, L. Harbon and R. Fielding.
  • Paltridge, B., Harbon, L., Hirsh, D., Shen, H., Stevenson, M., Phakiti, A., & Woodrow, L. (2009). Teaching Academic Writing: An Introduction for Teachers of Second Language Writers. Michigan: University of Michigan Press.
  • Harbon, L. (2009). Languages in the Primary School: Teachers' Perceptions of Policy and Practice. Berlin: Verlag Dr Mueller.

Book chapters

  • Harbon, L., & Moloney, R. (2015). 'Intercultural' and 'multicultural', Awkward companions: The case in schools in New South Wales, Australia. In H. Layne, V. Trémion & F. Dervin (Ed.), Making the most of intercultural education (pp. 15–34), Newcastle Upon Tyne: Cambridge Scholars Publishing.
  • Moloney, R., Harbon, L., & Fielding, R. (2015). Pre-service teachers discovering intercultural enquiry in language classroom discourse. In W. M. Chan, S. Bhatt, M. Nagami & I. Walker (Ed.), Culture and foreign language education: Insights from research and implications for the practice (pp. 59–85), Boston, MA: De Gruyter Mouton.
  • Le, M., & Harbon, L. (2013). Introducing ICT into an English language teacher education program in Vietnam. In K. Laws, L. Harbon & C. Wescombe (Ed.), Supporting Professional Development with Learning through Action Projects: Research from Australia & Southeast Asia (pp. 113–129), Developing Educational Professionals in Southeast Asia (DEPISA).
  • Harbon, L., & Moloney, R. (2013). Language teachers and learners interpreting the world: Identifying intercultural development in language classroom discourse. In F. Dervin & A. J. Liddicoat (Ed.), Linguistics for Intercultural Education (pp. 139–159), Amsterdam: John Benjamins Publishing Company.
  • Harbon, L. (2013). Three cycles of an action research project: a case from Australia. In K. Laws, L. Harbon & C. Wescombe (Ed.), Supporting Professional Development with Learning through Action Projects: Research from Australia & Southeast Asia (pp. 14–22), Developing Educational Professionals in Southeast Asia (DEPISA).
  • Harbon, L. & Moloney, R. (2013). Introduction: language teachers and their narratives. In L. Harbon & R. Moloney (Ed.), Language teachers' narratives of practice (pp. 1–15), UK: Cambridge Scholars Publishing.
  • Harbon, L. (2013). Learning additional languages in the primary school and the link with literacy. In J. Johnston (Ed.), Contemporary Issues in Australian Literacy Teaching (2nd ed., pp. 127–139), Brisbane: Primrose Hall Publishing Group.
  • Harbon, L. (2012). Learning additional languages and the link with literacy. In J. Johnston (Ed.), Contemporary Issues in Australian Literacy Teaching (pp. 124–136), Brisbane: Primrose Hall Publishing Group.
  • Harbon, L. (2012). Assumptions about learning and teaching languages amongst Australian pre-service teachers: A pedagogical process allowing reflection for teacher learning. In W. M. Chan, K. N. Chin, S. Bhatt & I. Walker (Ed.), Perspectives on Individual Characteristics and Foreign Language Education (pp. 197–219), Boston/Berlin: De Gruyter Mouton.
  • Harbon, L.A. . (2012). Developing intercultural literacy through the teaching of English. In G. Subramaniam & S. Pillai (Ed.), Developing literacies through alternative assessments (pp. 15–31), Selangor, Malaysia: August Publishing Sdn Bhd.
  • Harbon, L., Fielding, R., Moloney, R., Kohler, M., Dashwood, A., Gearon, M., & Scrimgeour, A. (2012). Longtime passing: Language teacher educators’ concerns in language teacher education. In J. Hajek, C. Nettelbeck & A. Woods (Ed.), The next step: Introducing the Languages and Cultures Network for Australian Universities (pp. 75–91), Melbourne: Languages and Cultures Network for Australian Universities.
  • Harbon, L. . (2011). New learning for teachers and teacher educators in Southeast Asia.. In K. Laws, L. Harbon & R. Fielding (Ed.), Teacher professional development in Southeast Asia: perspectives from Indonesia, Laos, Thailand and Vietnam. (pp. 25–35), Sydney: K. Laws, L. Harbon & R. Fielding.
  • Harbon, L. & Shen, H. . (2010). Researching language classrooms. . In B. Paltridge & A. Phakiti, (Ed.), Continuum Companion to Research Methods in Applied Linguistics. (pp. 274–285), London: Continuum.
  • Paltridge, B & Harbon, L. (2008). Intercultural competency and the international student experience. In J. van Rij-Heyligers (Ed.), Intercultural Communications Across University Settings – Myths and Realities (pp. 55–65), Rosedale, NZ: Pearson Education New Zealand.
  • Harbon, L. (2007). On the need to mediate culture: do college English textbooks pass the test?. In D.L. Qiu and J. Cai (Eds.), The Explorations and Prospectives for College English Textbooks (pp. 110–131), Shanghai: Fudan University Press.
  • Harbon, L. (2003). Internationalising the curriculum through languages: teachers’ 'in-country' professional development. In A.J. Liddicoat, S. Eisenchlas & S. Trevaskes (Ed.), Australian Perspectives on Internationalising Education (pp. 117–128), Melbourne: Language Australia.
  • Harbon, L. (2002). Languages curriculum policy: teachers’ perceptions of policy Implementation. In V. Crew, C. Davison & B. Mak (Ed.), Reflecting on Language in Education (pp. 195–225), Hong Kong: The Hong Kong Institute of Education, Centre for Language in Education.

Journal articles

  • Fielding, R., & Harbon, L. (2014). Implementing a content and language integrated learning program in New South Wales primary schools: Teachers' perceptions of the challenges and opportunities. Babel, 49(2), 17–27.
  • Deerajviset, P., & Harbon, L. (2014). E-learning in EFL education in Thailand's higher education: The role for lecturers making it work. University of Sydney Papers in TESOL, 9, 37–63.
  • Harbon, L. (2014). Another piece of the puzzle: Preparing pre-service language teachers for the Australian Curriculum: Languages. Babel, 48(2/3), 38–47.
  • Harbon, L., Lap, T., & Laws, K. . (2014). A five-pointed star: Enhancing explorations into English teaching in the Mekong. Pacific-Asian Education, 26(1), 45–59.
  • Harbon, L. (2013). Second language teachers and intercultural literacy. International Journal of Innovation in English Language Teaching and Research, 2(1), 77–87.
  • Rose, H., & Harbon, L. (2013). Self-Regulation in Second Language Learning: An Investigation of the Kanji-Learning Task. Foreign Language Annals, 46(1), 96–107. DOI:10.1111/flan.12011
  • Fielding, R., & Harbon, L. . (2013). Examining bilingual and bicultural identity in young students. Foreign Language Annals, 46(4), 527–544. DOI:10.1111/flan.12051
  • Morgan, A.M., Kohler, M. & Harbon, L. . (2011). Developing intercultural language learning textbooks: Methodological trends, engaging with the intercultural construct, and personal reflections on the process. International Association for Research on Textbooks and Educational Materials (IARTEM) E-Journal, 4(1), 20–51.
  • French, S. & Harbon, L. (2010). Language teachers' 'knowledge about language' as a result of a short-term in-country experience.. The New Zealand Language Teacher, 36, 22–32.
  • Moloney, R. & Harbon, L. . (2010). Student performance of intercultural language learning. Electronic Journal of Foreign Language Teaching, 7(2), 177–192.
  • Wiltshire, J. & Harbon, L. . (2010). French and English together: An 'additive' experience. Babel, 44(3), 14–25.
  • Yuwono, G. I. & Harbon, L. (2010). English teacher professionalism and professional development: some common issues in Indonesia.. Asian EFL Journal, 12(3), 145–163.
  • Olmedo, I. & Harbon, L. . (2010). Broadening our sights: internationalizing teacher education for a global arena.. Teaching Education, 21(1), 75–88.
  • Harbon, L. . (2009). Professional standards into the future.. Babel: Journal of the Australian Federation of Modern Language Teachers Associations., 44(1), 21–23.
  • Harbon, L. (2008). Chinese students in a ‘sea’ of change: one teacher’s discoveries about Chinese students’ learning and emotions through use of song. Evaluation and Research in Education, 21(3), 214–234.
  • Moloney, R, Harbon, L. (2008). I speak therefore I am: Self-perceptions of identity in immersion program language learners as an expression of intercultural competence. University of Sydney Papers in TESOL, 3, 111–129.
  • Harbon, L. (2007). Short-term international experiences and teacher language awareness. International Education Journal, 8(1), 229–243.
  • Harbon, L., & England, N. . (2006). The Cultural Practice of Research Higher Degree Supervision over Distance: A Case in Progress. University of Sydney Papers in TESOL, 1(1), 87–107.
  • Kohler, M, Harbon, L, Fischmann, V, McLaughlin, M, Liddicoat, A. (2006). Quality teaching: views from the profession. Babel, 40(3), 23–30.
  • Harbon, L, McGill, M. (2006). Teaching reconceived: Australian teachers re-thinking personal pedagogy within an overseas study program. Internet Journal of Language, Culture and Society , 18, 1–12.
  • Harbon, L, Browett, J. (2006). Intercultural languages education: challenges for Australian Teacher Educators. Babel, 41(1), 28–38.

Conference papers

  • Harbon, L., & Fielding, R. (2012). Varying the IRE turn: Preservice language teachers adopting an intercultural stance in their pedagogy. In The Fifth CLS International Conference CLaSIC 2012. Culture in Foreign Language Learning: Framing and Reframing the Issue. Singapore, 6-8 December 2012 .
  • Harbon, L. (2010). Examining assumptions about learning and teaching languages: Australian pre-service teachers reflecting on their short term overseas teaching experiences.. In Dr Izumi Walker Proceedings of the Fourth CLS International Conference CLaSIC 2010 Individual Characteristics and Subjective Variables in Language Learning. (1pp. 357–369). Singapore, 2-4 December 2010.
  • Moloney, R. & Harbon, L. . (2010). Making intercultural language learning visible and assessable. . In Dupuy, B. & Waugh, L.R. Proceedings of the Intercultural Competence Conference, CERCLL 2010 Second Annual Conference on the Development and Assessment of Intercultural Competence. (pp. 281–303). Tucson, Arizona, USA, 29-31 Jan.
  • Armstrong, A., & Harbon, L. (2010). Developing social and cultural capital through semesters abroad. In P. L. Jeffery AARE International Education Research Conference 2009. Canberra, AARE.
  • Laws, K., Harbon, L., Nguyen, N., & Trinh, L. . (2009). Professional Development of Teacher Educators: A Cross Border Story. In Annual Conference of the Australian Teacher Education Association (ATEA). Australia, ATEA.
  • Harbon, L. (2006). Innovating with English Cafe in a Korean College English context. In Dr Byung-kyoo Ahn Beyond the Horizon: Extending the Paradigm of TEFL (pp. 67–72). Seoul, Korea, 23-24 June 2006.
  • Harbon, L. & Shen, H. (2006). Australian teachers of languages and cultures: emerging pedagogies in the language classroom using ICT. In Proceedings of the Educational Research Association of Singapore Annual Conference "Diversity for excellence: engaged pedagogies". (pp. 1–14). Orchard Hotel, Singapore, 29-31 May 2006.
  • Harbon, L. (2006). Innovating with English Cafe in a Korean College English Programs. In Dr Byung-kyoo Ahn Beyond the Horizon: Extending the Paradigm of TEFL (pp. 67–72). Seoul, Korea, 23-24 June 2006.

Other

  • Harbon, L., & Woodrow, L. (Eds.). (2011). Multiculturalism: Perspectives from Australia, Canada and China (conference proceedings), Sydney: Faculty of Education and Social Work, The University of Sydney.