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Books
Tao, W., & Liyanage, I. (Eds.). (2020). Teacher education and multilingual contexts. New York: Springer.
Liyanage, I., & Walker, T. (Eds.). (2019). Media of instruction & multilingual settings. New York: Springer.
Liyanage, I. (Ed.). (2018). Internationalization, stakeholders & multilingual education contexts. New York: Springer.
Ata, A., Tran, L., & Liyanage, I. (2018). Reciprocal adaptability between international students and stakeholders. United Kingdom: Routledge.
Liyanage, I., & Nima, B. (2016). Multidisciplinary research perspectives in education: Shared experiences from Australia & China. Rotterdam, the Netherlands: Sense Publishers.
Liyanage, I., & Walker, T. (Eds.). (2014). EAP in Asia: Negotiating appropriate practices in a global context. Rotterdam, the Netherlands: Sense Publishers.
Liyanage, I., (1999). Introduction to the Study of Literature. Open University of Sri Lanka, Nawala, Sri Lanka: Open University Press
Book Chapters
Liyanage, I., & Phantharakphong, P. (in-press). English medium instruction (EMI) in thai higher education: Policy, structural, and & ideological challenges. In L. Tran, T. Zou, & H. Ota (Eds.), Internationalization of higher education from east asian perspectives: Insights into policies, practices and prospects Routledge.
Liyanage, I., & Canagarajah, S. (in-press). Lessons for decolonization from pre-colonial translingualism. In V. Zavala, C. McKinney & P. Makoe (Eds.), Handbook of Multilingualism New York: Routledge.
Yap, J. R., Tachaiyaphum, N., & Liyanage, I. (2022). What and where to study. In L. Gurney, Y. Wang & R. Barnard (Eds.), Narratives of qualitative PhD research: Identities, languages and cultures in transition. New York: Routledge.
Liyanage, I. (2021). English language education policy in Sri Lanka: Historical developments, current realities & future challenges. In E. L. Low & A. Pakir (Eds.), English in East and South Asia: Policy, features and language in use. (pp. 90-103). New York: Routledge.
Liyanage, I. (2021). Geopolitics and trilingual media of instruction in post-conflict Sri Lanka. In R. Arber, M. WienMann & J. Blackmore (Eds.), Rethinking languages education: Directions, challenges and innovations (pp. 148-163). New York: Routledge.
Liyanage, I., & Walker, T. (2021). Exploring contested language ideologies in Kiribati. In R. Rubdy & R. Tupas (Eds.), Bloomsbury World Englishes (pp. 288-305). London: Bloomsbury
Liyanage, I., & Tao, W. (2020). Preparation of teachers and multilingual education: Ethical, just, and student-focussed practices. In W. Tao & I. Liyanage (Eds.), Teacher education and multilingual contexts. New York: Springer.
Liyanage, I., & Canagarajah, S. (2020). The role of shame in drawing social boundaries for empowerment: ELT in Kiribati In J. A. Windle & D. M. d. Jesus (Eds.), Social and symbolic boundaries: The dynamics of language and inequality in global schooling. Bristol: UK: Multilingual Matters.
Liyanage, I., & Walker, T. (2019). Medium of instruction and multilingual contexts: Unravelling the questions and unpacking the challenges. In I. Liyanage & T. Walker (Eds.), Multilingual education yearbook 2019 - Media of instruction & multilingual settings (pp. 1-24). New York: Springer.
Walker, T., Liyanage, I., Madya, S., & Hidayati, S. (2019). Media of instruction in Indonesia: Implications for bi/multilingual education. In I. Liyanage & T. Walker (Eds.), Multilingual education yearbook 2019 - Media of instruction & multilingual settings (pp. 209-229). New York: Springer.
Wang, A., Liyanage, I., & Walker, T. (2019). Scrutinising critical thinking (CT) in Chinese higher education: Perceptions of Chinese academics. In I. Liyanage & T. Walker (Eds.), Multilingual education yearbook 2019 - Media of instruction & multilingual settings (pp. 189-208). New York: Springer.
Liyanage, I. (2019). Migration and mobility in childhood (Australia). In W. Corsaro & L. Perry (Eds.), Bloomsbury Education and Childhood Studies: Childhood: Australia (Web). London: Bloomsbury.
Liyanage, I. (2019). Migration and mobility youth (Australia) In Tilleczek & L. Perry (Eds.), Bloomsbury Education and Childhood Studies: Childhood: Australia (Web). London: Bloomsbury.
Liyanage, I. (2019). Bilingualism and multilingualism in secondary education in Australia. In I. Menter, M. T. Tatto & L. Perry (Eds.), Bloomsbury Education and Childhood Studies: Secondary Education (Australia, Web). London: Bloomsbury.
Liyanage, I. (2019). Language Education Policy in Sri Lanka. In A. Kirkpatrick & A. L. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 399-413). New York: Routledge.
Liyanage, I. (2019). Agendas, aspirations, education and English language teaching in Kiribati. In R. Chowdhury & L. Yazdanpanah (Eds.), Identity, Equity and Social Justice in Asia Pacific Education (pp. 156-1166). Melbourne, Australia: Monash University Publishing.
Liyanage, I. (2018). Trilingualism and languages policy in education in Sri Lanka. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook on schools and schooling in Asia (pp. 492-501). New York: Routledge.
Gurney, L., Liyanage, I., & Huang, L. (2018). Language teacher professional development in Asia: Historical trends, current practices and future directions. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook on schools and schooling in Asia (pp. 501-517). New York: Routledge.
Liyanage, I. (2018). Internationalization of higher education, mobility, and multilingualism. In I. Liyanage (Ed.), Multilingual education yearbook 2018: Internationalization, stakeholders & multilingual education contexts. (pp. 1 – 20). New York: Springer.
Liyanage, I., Tran, L., & Ata, A. (2018). Re-examining reciprocity in international education. In A. Ata, L. Tran & I. Liyanage (Eds.), Educational reciprocity and adaptivity: International students and stakeholders (pp. 3-22). London: Routledge.
Liyanage, I., & Gurney, L. (2018). Reconsidering possibilities for integration of international students in tertiary education. In A. Ata, L. Tran & I. Liyanage (Eds.), Educational reciprocity and adaptivity: International students and stakeholders (pp. 209-223). London: Routledge.
Liyanage, I., & Nima, B. (2016). Internationalisation of Australia-China higher Education in times of Globalisation. In I. Liyanage & B. Nima (Eds.), Multidisciplinary research perspectives in education: Shared experiences from Australia & China (pp. 1-6). Rotterdam, the Netherlands: Sense Publishers.
Guo, X., Liyanage, I., Bartlett, B., Walker, T., & Diaz, A. (2016). Uncertainty and reluctance in teaching taboo language: A case study of an experienced teacher of English as an additional language. In H. v. Rensburg & S. O'Neill (Eds.), Deep Languages Education Policy and Practices: Stimulating languages learning - global perspectives and local practice: (pp. 234-246). Wisconsin, USA: Deep University Press.
Guo, X., Diaz, A., & Liyanage, I. (2016). Exploring the professional agency chasm in exam-driven English language education contexts. In H. v. Rensburg & S. O'Neill (Eds.), Deep Languages Education Policy and Practices: Stimulating languages learning - global perspectives and local practice (pp. 215-232). Wisconsin, USA: Deep University Press.
Liyanage, I., Díaz, A., & Gurney, L. (2015). Re-envisioning Teacher Education Programs (TEPs) for International Students: Towards an emancipatory and transformative educational stance. In C.-M. Lam & J. Park (Eds.), Sociological and philosophical perspectives on education in the Asia-Pacific region: (pp. 165-178). New York: Springer.
Liyanage, I., & Walker, T. (2014). Accommodating Asian EAP practices within postgraduate teacher education: Perspectives from Australia. In I. Liyanage & T. Walker (Eds.), EAP in Asia: Negotiating appropriate practices in a global context. (pp. 1-12). Rotterdam, the Netherlands: Sense Publishers.
Liyanage, I., & Canagarajah, S. (2014). The teaching of local languages and interethnic understanding in Sri Lanka. In V. Zenotz, J. Cenoz & D. Gorter (Eds.), Minority languages and multilingual education (pp. 119-136). New York: Springer.
Liyanage, I., & Walker, T. (2014). English for Academic Purposes: A Trojan horse bearing the advance forces of linguistic domination? In P. W. Orelus (Ed.), Affirming Language Diversity in Schools and Society: Beyond linguistic apartheid (pp. 165-175). New York: Routledge.
Liyanage, I., & Walker, T. (2013). Cultural concepts and EIL: The case of the Republic of Kiribati. In N. T. Zacharias & C. Manara (Eds.), Contextualizing the pedagogy of English as an international language: Issues and tensions (pp. 119-131). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Walker, T., & Liyanage, I. (2013). Innovating TESOL teacher preparation in a global market: Lessons from a case study of an Australia EFL teacher in Italy. In B. A. Knight & R. V. d. Zwan (Eds.), Teaching innovations supporting student outcomes in the 21st century (pp. 107-115). Tarragindi, Australia: Oxford Global Press.
Liyanage, I. (2012). 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 (pp. 137-152). Rotterdam, the Netherlands: Sense Publishers.
Canagarajah, A. S., & Liyanage, I. (2012). Lessons from pre-colonial multilingualism. In M. Martin-Jones, A. Blackledge & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 49-65). London: Routledge.
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 Journal Articles
Liyanage, I., & Walker, T. (2023). English teachers’ identity‑agency and curriculum reform policies in the people’s Republic of China (PRC). Educational Research for Policy and Practice. https://doi.org/https://doi.org/10.1007/s10671-023-09343-6
Hillman, S., Li, W., S¸ahan, Ö., Sahan, K., Liyanage, I., Zhang, T., Yuan, R., Hopkyns, S., Gkonou, C., & Sah, P. K. (2023). Forum on “The emotional landscape of English medium instruction (EMI) in higher education”. Linguistics and Education.
Liyanage, I. (2023). Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education. Linguistics and Education. https://doi.org/10.1016/j.linged.2023.101151
Liyanage, I., & Phantharakphong, P. (2023). An identity-agency perspective on overseas academic development of Thai university English teachers. International Journal for Academic Development.
Phatchara Phantharakphong, & Liyanage, I. (2022). Teacher professional learning and development: Linear discourses and complexities of teacher learning. Asia Pacific Journal of Teacher Education, 50(3), 311-323. doi: https://doi.org/10.1080/1359866X.2021.2010276
Refereed Conference Proceedings
Abeysena, H., & Liyanage, I. (2020, 2nd-4th March). Linguistic shame and shaming: Teacher awareness and English language teaching in Sri Lanka. In L. G. Chova, A. López Martíne & I. C. Torres (eds), 14th International Technology, Education and Development Conference (897-906), Valencia, Spain.
Gurney, L., & Liyanage, I. (2014, 24-25 September). EAL teachers’ identity and agency: The impact of participant positioning through in-service professional development. Paper presented at the Vaka Pasifiki Education Conference, Fa'onelua Convention Centre, Nuku'alofa, Tonga.
Singh, P., Glasswell, K., Pini, B., & Liyanage, I. (2013, 25-28 November). Gender and Australian educational leadership: National partnerships policies and educational disadvantage. Paper presented at the TASA, Reflections, Intersections and Aspirations, Monash University, Caulfield Campus.
Walker, T., & Liyanage, I. (2012, 2-3, August). Innovating TESOL teacher preparation in a global market: Lessons from a case study of an Australia EFL teacher in Italy. Paper presented at the 2012 International Teacher Education Dialogue, Coffs Harbour, New South Wales, Australia.
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.
Completions of Higher Degree Research (PhD, EdD & Master’s) Supervision
PhD (2023). Principal Supervisor. Thesis Title: Exploring the professional needs of secondary school teachers of English: The case of Yogyakarta city, Indonesia. Deakin University, Australia.
PhD (2021). Executive Supervisor. Thesis Title: Countering practices of linguistic shame and shaming in English language teaching in Sri Lanka. Deakin University, Australia.
PhD (2020). Executive Supervisor. Thesis Title: Teachers and teaching of English in rGyalrong: Prospects & obscurities. Deakin University. Australia.
PhD (2020). Principal Supervisor. Thesis Title: Teacher engagement and professional development initiatives: A case study of university ESL teachers in Sri Lanka. Deakin University. Australia.
PhD (2020). External Supervisor. Thesis Title: Being and becoming academics: A case study of Chinese returned academics working on knowledge recontextualization. Griffith University, Australia.
Master of Education (2017). Principal Supervisor. Thesis Title: Western TESOL Programs and Contextually Responsive English Language Teaching in China (Master of Education), Deakin University, Melbourne, Australia.
PhD (2016). Principal Supervisor. Thesis Title: EAP teachers’ conceptions of and interactions with professional development: A phenomenographic investigation. Deakin University, Australia.
MA in TESOL (2015). Principal Supervisor. Thesis Title: Descriptive report writing: Strategies used by Saudi University students studying in Australia. Griffith University, Australia.
MA in TESOL (2014). Principal Supervisor. Thesis Title: Non-native English-speaking teacher-trainees’ perceptions of native English-speaking peers in a language teacher education program: Implications for profession identity. Griffith University, Australia.
MA in TESOL (2014). Principal Supervisor. Thesis Title: Asian teacher trainees’ perceptions of a language teacher education (TESOL) program in Australia. Griffith University, Australia.
PhD (2014). Principal Supervisor. Thesis Title: Effects of process drama-assisted intervention on oral communication strategies. Griffith University, Australia.
MA in Applied Linguistics (2013). Principal Supervisor. Thesis Title: Conjunctions in argumentative writing of Libyan tertiary students. Griffith University, Australia.
MA in Applied Linguistics (2013). Principal Supervisor. Thesis Title: Cohesion features in argumentative essays written by Libyan tertiary EFL students (Arabic-speakers) at Omar Al-Mukhtar University in Libya. Griffith University, Australia.
Doctor of Education (2010). Associate Supervisor. Thesis Title: Teaching design features of English to underperforming students: An intensive communication approach. Griffith University, Australia.
MA in TESOL (2008). Principal Supervisor. Thesis Title: Strategies for reading online texts and printed texts: Similarities and differences shown by Omani EAP students: Two case studies. Griffith University, Australia.
Keynote Addresses & Invited Presentations
Liyanage, I (2021, November 27). Plenary: The quest for quality begins at home: Reorienting professional learning and development for higher educators in the global South. Paper presented at the Annual Research Forum of the International Institute of Health Sciences, Sri Lanka.
Liyanage, I (2021, September 16). Keynote: Reflection and reflexivity for ‘practice-changing practice’: Enhancing teaching & learning in higher education. Paper presented at the 1st National Action Research Conference on Higher Education (NARCHE 2021). Faculty of Humanities and Social Sciences, University of Sri Jayewardenepura, Sri Lanka.
Liyanage, I. (2019, March 25). Inaugural Alfred Deakin Oration. Language Education Policy in Sri Lanka: Reflections on policy outcomes and prospects for the future. Oration given at the Bandaranaike Memorial International Conference Hall (BMICH). Colombo, Sri Lanka.
Liyanage, I. (2019, 26 Nov). Provision of feedback for effective teaching & learning. Invited lecture delivered at Beijing Institute of Technology, Zhuhai, China
Liyanage, I. (2018, 21 Oct). Planning and organsing lesson content. A workshop for undergraduate students at Yogyakarta State University, Indonesia. In. Conducted at Yogyakarta State University, Yogyakarta, Indonesia.
Liyanage, I. (2018, 21 Oct). Designing a research trajectory. A workshop for faculty members at Yogyakarta State University, Indonesia. In. Conducted at Yogyakarta State University, Yogyakarta, Indonesia.
Liyanage, I. (2018, 16 July). Providing feedback for effective teaching and learning: A workshop for ESL teachers. Organised by the Ministry of Education, Sri Lanka. In. Conducted at Hotel Cinnamon Grand, Colombo, Sri Lanka.
Liyanage, I. (2017, 19 Oct). Effective lesson-planning. A workshop for fourth year undergraduate students at the Faculty of Education, Khon Kaen University, Thailand. Conducted at the Faculty of Education, Khon Kaen University, Thailand.
Liyanage, I. (2017, 18 Sept). Australian Higher Education: Prospects & possibilities. Invited lecture delivered at Jiangsu Normal University, Xuzhou, China.
Liyanage, I. (2017, 18 Feb). Innovative approaches to teaching Englis as an additional language. Invited lecture delivered at Hanoi University, Hà Nội, Vietnam.
Liyanage, I. (2017, 16 June). Language teacher engagement & Critical metacognitive mindfulness. Invited lecture delivered at Hue College of Foreign Languages, Hue, Vietnam
Liyanage, I. (2017, 12 Feb). Pedagogical innovations and English language teaching: Possibilities and challenges. Invited lecture delivered at Saigon University, Hồ Chí Minh, Vietnam
Liyanage, I. (2017 16 Feb). Critical metacognitive mindfulness in English language teaching. Invited lecture delivered at Halong University, Hạ Long, Quảng Ninh, Vietnam.
Liyanage, I. (2016, 17 July). Lesson-planning and materials development. Organised by the Ministry of Education, Sri Lanka. Invited lecture delivered at the National Institute of Education (NIE), Maharagama, Sri Lanka.
Liyanage, I. (2016, 13 July). Planning ESL lessons: A hands on experience. Organised by the Ministry of Education, Sri Lanka. Invited lecture delivered at Hotel Cinnamon Grand, Colombo, Sri Lanka.
Liyanage, I. (2016, 11 March). Communicative competence as a framework for English language teaching. Invited lecture delivered at Beijing Institute of Technology, Zhuhai, China.
Liyanage, I. (2016, 11-12 March). Internationalisation of higher education in times of globalisation: China & Australia. Invited lecture delivered at the Old Town Campus, Dali University, Yunnan Province, China.
Liyanage, I. (2014, 20 Nov). Innovative English language teaching practices in Asia: Accommodating the local and global phenomena. Invited lecture delivered at Beijing Institute of Technology, Zhuhai, China.
Liyanage, I. (2014, 10 June). Communicative competence & bilingualism: Instructional challenges. Invited lecture delivered at the School of Foreign languages, Beijing Normal University, Zhuhai, China.
Liyanage, I. (2014, July 10-12). Keynote. English for Academic Purposes: Current Directions and Challenges. Invited talk delivered at the 2014 International Education Management Conference. Hohhot, Inner Mongolia.
Liyanage, I. (2014, 18 Nov). Language learning strategies and learner variables. Invited lecture delivered at the School of Foreign Languages. Conducted at Beijing Normal University, Zhuhai, China.
Liyanage, I. (2011, Nov. 21). Challenges to implementing innovative English Language Teaching (ELT) practices in Asia: The nexuses between foreign input and domestic phenomena. Invited lecture delivered at the Department of International Education and Lifelong Learning, Hong Kong Institute of Education (HKIED). Hong Kong.
Liyanage, I. (2011, 22-23 Oct). Keynote. Innovative ELT pedagogies in Asia: Negotiating the challenges Paper presented at the 2011 International Symposium on Foreign Language Teaching & Research Tianjin, China.
Liyanage, I. (2009, 23 Jan). Investigating teacher research in second language teacher education. Invited lecture presented at the Department of Language Studies, Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka.
Liyanage, I. (2008, 19 Oct). Pre-packaged multimodal resources and second language teacher education. Invited lecture presented at Kongju National University, Kongju, South Korea.
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