Associate Professor Roger Barnard
Research Associate (Applied Linguistics)
Qualifications: B.Ed. Sussex; M.A. (Education) London; M.A. (Linguistics) Surrey; Ph.D. Southampton; DipTEFLA Cambridge
Before taking up post at the University of Waikato
For twenty years in Europe and the Middle East I held a number of increasingly senior executive and advisory positions with particular regard to the teaching of English as a second or foreign language. My work focussed on the management of language teaching, the design and implementation of language curricula and professional development programmes for teachers and inspectors, and I played important roles in national language education policy and planning in Italy, Yemen and Oman. For example, as English Language Adviser to the Ministry of Education in Oman, I was a senior member of an international team responsible for designing the country’s English language curriculum. I also served for several years on the boards of directors of two international schools in a voluntary capacity. In each of these counties, I established a national professional reputation and provided leadership to educational practitioners, whether teachers, inspectors, teacher educators, or those involved in materials writing, testing and other aspects of applied linguistics. At various times after my B.Ed (Sussex), I completed a Diploma in Teaching English as a Foreign Language to Adults (RSA/Cambridge), an MA in Education (London), an MA in Linguistics (Surrey), and a PhD (Southampton).
After taking up post at Waikato in 1995
I taught a wide range of graduate courses leading to the Post Graduate Diploma in Second Language Teaching and the MA (Applied) in Applied Linguistics in the Department of General and Applied Linguistics. and between 2001 and 2004, I was chairperson of the department. I also designed and/or taught undergraduate papers in the Linguistics programme.
Having completed supervision of twelve successful PhD candidates, one M.Phil student and several MA dissertations, I am currently supervising six doctoral candidates, and am frequently asked to examine doctoral and masters theses from New Zealand and abroad.
I have also been increasingly involved with several overseas universities - notably in Japan, Vietnam, Korea , Malaysia, Thailand and East Timor - usually in the capacity of Visiting Professor. As well as teach and carry out research in these places, I have sought to build inter-institutional academic linkages by working on collaborative research projects. These have led to a number of publications, including (co)authored journal articles and several edited books, among them:
Le, V.C., Nguyen, T. M. H., Nguyen, T.T. M., & Barnard, R.(forthcoming). English language education in Vietnam. London, England: Routledge
Barnard,R. (Ed.) (forthcoming). Human research ethics in educational research: Global principles, local practices. Bristol, England: Multilingual Matters
Barnard, R., and Hasim, Z. (Eds.)(2018). English medium instruction programmes; Perspectives from South East Asian universities. London, England: Routledge.
Barnard, R., & Ryan, J. (Eds.) (2017). Reflective Practice: Voices from the Field. London, England: Routledge.
Hasim, Z., & Barnard, R. (Eds.) (2017). Pedagogical research practices in higher learning institutions in Malaysia. Kuala Lumpur, Malaysia: University of Malaya Press.
Barnard, R., & Li, J. (Eds.) (2016). Language learner autonomy: Teachers’ beliefs and practices in Asian contexts. Phnom Penh: Cambodia:IDP Education (Cambodia) Ltd.
Barnard, R., & McLellan, J. (Eds.) (2014). Codeswitching in university English-medium Classes: Asian perspectives. Bristol, England: Multilingual Matters.
Barnard, R., & Burns, A. (Eds.) (2012). Researching language teacher cognition and practice: International case studies. Bristol, England: Multilingual Matters.
Looking towards the future
I intend to contribute further to the growing trend towards a more educational and ethnographic stance of applied linguistics. This will be achieved in several ways:
a) The enhancement of academic understanding of issues in applied linguistics, with particular reference to the study of teacher and learner cognition and discourse from a sociocultural perspective.
b) The promotion of a greater awareness, and use, of qualitative research approaches to data collection and analysis. In particular, the need to problematise and further validate methods of appropriate data collection/analysis, especially in the exploration of the relationship between what teachers (and learners) believe and what they do in practice.
c) Presentations, seminars and workshops on aspects of my research in overseas universities (Vietnam, Malaysia, Thailand, etc.)
d) The mentoring of emerging academics, especially (but not limited to) doctoral candidates under my supervision, into the academic community, such as by encouraging participation in graduate teaching programmes, collaborative research projects, (co)authoring of conference presentations and quality-assured publications.
My research has focused on understanding the nature of learning, of language learning in particular, and the role of language in education – and the implications for teacher education, curriculum design and language policy and planning. Most recently, I have been engaged in the exploration of the extent of, and sources of, convergence and divergence between beliefs and practices of teachers and learners.
I have been a member of several funded research projects in New Zealand, Japan, Vietnam and Malaysia. For example, from 2005 to 2010, I was the principal investigator of a collaborative research project to align the English language curriculum of the National University of East Timor with the Common European Framework of Reference for Languages. The curriculum is now being implemented using computer-mediated Flexible Language Acquisition tasks (FLAX), which are based on the digital library facility (Greenstone). Both of these software innovations originated in Waikato’s Department of Computer Sciences, and we have worked closely with the design team led by Prof. Ian Witten. This project was initiated with a grant from New Zealand Aid, and subsequently funded by the University of Waikato and the Seriously Asia Programme (SAP) of the Ministry of Foreign Affairs & Trade.
My research and publication activity is marked by three characteristics. Firstly it is conducted within the paradigm of case study, because I fundamentally believe that it is more important to explore contexts in depth before seeking to generalise. Secondly, it is invariably collaborative, because I believe that knowledge and understanding are inevitably co-constructed within academic communities of practice. Thirdly, it is informed by sociocultural perspectives, and in particular Activity Theory.
I have presented aspects of my work at many international conferences, published a number of case studies co-edited books and (co-) authored numerous book chapters and articles in international refereed journals. I encourage my research students to publish on aspects of their work in progress, and frequently co-author articles and book chapters with them. I am currently under contract with a UK publisher to co-edit a volume of case studies of codeswitching in English-medium classes in a wide range of East Asian university contexts.
Hasim, Z., Di, S., & Barnard, R. (2018). Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges. Indonesian Journal of Applied Linguistics, 8(1). doi:10.17509/ijal.v8i1.11476
Lee, S. (2017). Understanding informal learning among international students through their brokering practices. TESOLANZ Journal [Special Edition. CLESOL 2016 Conference Proceedings], 25, 13-27. Open Access version: https://hdl.handle.net/10289/12014
Barnard, R., & Li, J. (2016). Introduction. In R. Barnard, & J. Li (Eds.), Language Learner Autonomy: Teachers' beliefs and practices in Asian contexts (pp. xiv-xxxii). Phnom Penh: Cambodia: IDP Education (Cambodia) Ltd.
Barnard, R. (2016). [Review of Focus on content-based language teaching by Patsy M. Lightbrown]. Modern English Teacher, 25(3), 84-85.
Find more research publications by Roger Barnard
Linguistic and Cultural issues facing immigrant and international learners; second language curriculum design and evaluation; second language teacher education in national and international contexts; language policy and planning.