Professor Lesley Harbon

BA, DipEd, MEd, PhD
Honorary Associate Professor
Phone
+61 9514 3863
Fax
Building/Room
A35 / 307
The University of Sydney

Certificate, Professional Standards Project, Language Teacher Professional Development Training of Trainers program, Streams A, B and C 
Teaching Excellence Award, Faculty of Education & Social Work, University of Sydney
Certificate of Attainment, The University of Sydney Development Program for Research Higher Degree Supervision
Accredited Raterfor Indonesian and English with the International Second Language Proficiency Rating (ISLPR) scale, Griffith University

  • Head of School, International Studies and Education, University of Technology, Sydney
  • Joint coordinator, Developing Educational Professionals in Southeast Asia [an academic mentoring outreach activity through various education faculties in nine countries (Indonesia, China, Philippines, Malaysia, Lao, Cambodia, South Korea, Vietnam, Thailand).]
  • Member, Modern Language Teachers' Association of NSW

Books
  • Laws, K. Harbon, L. & Wescombe, C. (Eds.). (2016). Investigations into professional practice: Learning from action research projects: Australia & Southeast Asia. Thailand: Developing Educational Professionals in Southeast Asia (DEPISA).
  • 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).
  • Harbon, L. & Moloney, R. (Eds.). (2013). Language teachers' narratives of practice . UK: Cambridge Scholars Publishing.
  • 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.

Selected book chapters
  • Harbon, L., & Smyth, C. (2016). "Creating an ecology of affordances to allow Australian pre-service teachers to get to know and make sense of China." In M. Robertson & P. K. E. Tsang (Ed.), Everyday knowledge, education and sustainable futures: Transdisciplinary approaches in the Asia-Pacific region (pp. 195–208), Singapore: Springer.
  • 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.
  • 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). "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. (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.
  • 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).

Selected journal articles
  • Harbon, L. (2014). "Another piece of the puzzle: Preparing pre-service language teachers for the Australian Curriculum: Languages." Babel, 48(2/3), 38–47.
  • 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.
  • 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.
  • 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. (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

"Transition models for languages education in NSW: Understanding the pathways from primary to secondary language learning in locations with specialised bilingual or CLIL programs", with Dr Ruth Fielding from Monash University, funded in 2018 by the NSW Department of Education and Training.

Teacher professional development in Southeast Asia (with K. Laws)
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