David Hayes Publications

Faculty of Humanities




David Hayes Publications


 
Articles in peer-refereed journals
  • Hayes, D. and Chang, K. (2012). Theoretical perspectives on and international practice in continuing professional development for English teachers. English Teaching, 67, 107-129.
  • Chang, K., Kim, S., Ko, H., Han, E., Kim, Y. and Hayes, D. (2012). A study on primary English teachers’ continuing professional development after IETPP. Foreign Languages education, 19, 345-370.
  • Hayes, D., Chang, K. and Imm, C. (2011). Research and practice in language teacher evaluation. English Teaching, 66, 179-199.
  • Hayes, D. (2010) “Education is all about opportunities, isn’t it?” A biographical perspective on learning and teaching English in Sri Lanka. Harvard Educational Review, 80, 517-540.
  • Hayes, D. (2010). Language learning, teaching and educational reform in rural Thailand: An English teacher’s perspective. Asia-Pacific Journal of Education, 30, 305-319.
  • Hayes, D. (2010). Duty and service: The life and career of a Tamil teacher of English in Sri Lanka. TESOL Quarterly, 44, 58-83.
  • Chang, K., Jung, K., Hayes, D., Yeon, J., Kim, W. and Lee, B. (2010). In-service English teacher training program evaluation. English Teaching, 65, 127-163.
  • Hayes, D. (2009). Learning language, learning teaching: Episodes from the life of a teacher of English in Thailand. RELC Journal, 40, 83-101.
  • Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System, 37, 1-11.
  • Hayes, D. (2008). Becoming a teacher of English in Thailand. Language Teaching Research, 12, 471-494.
  • Hayes, D. (2005). Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: theory and practice, 11, 169-194.
  • Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal, 54, 135-145.
  • Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal, 51, 106-116.
  • Hayes, D. (1996). Prioritising “voice” over “vision”: reaffirming the centrality of the teacher in ESOL research. System, 34, 173-186.
  • Hayes, D. (1995). In-service teacher development: some basic principles. ELT Journal, 49, 252-261.
  • Hayes, D. (1995). Native-speaker rules of speaking and EFL teaching. PASAA: A Journal of Language Teaching and Learning in Thailand, 25, 15-32. 
Edited books
  • Hayes, D. and Sharkey, J. (Eds.) (2008).Revitalizing an established curriculum for school age learners. Alexandria, VA: TESOL Publications.
  • Hayes, D. (Ed.) (2004). Trainer development: Principles and practice from language teacher training. Melbourne: Language Australia Publications.
  • Hayes, D. (Ed.) (2002). Making a difference: The experience of the Primary English Language Project, Sri Lanka. Colombo, Sri Lanka: The British Council.
  • Hayes, D. (Ed.) (2001). Teaching English: Possibilities and opportunities. Colombo, Sri Lanka: The British Council.
  • Hayes, D. (Ed.) (1997). In-service teacher development: International perspectives. Hemel Hempstead, UK: Prentice Hall.

Chapters in books

  • Hayes, D. (2013, in press). Narratives of experience: Teaching English in Sri Lanka and Thailand. In G. Barkhuizen (Ed.), Narrative research in applied linguistics. Cambridge: Cambridge University Press.
  • Hayes, D. and Chang, K. (2013, in press). The politics of comparison: The global and the local in English language teaching and teacher education. In S. ben Said and L.J. Zhang (Eds.), Language teachers and teaching: Global perspectives, local initiatives. London: Routledge.
  • Hayes, D. (2012). Planning for success: Culture, engagement and power in English language education innovation. In C.Tribble (Ed.), Managing change in English language teaching: Lessons from experience (pp. 47-60). London: British Council. 
  • Hayes, D. (2012). Mismatched perspectives: In-service teacher education policy and practice in Korea. In C.Tribble (Ed.), Managing change in English language teaching: Lessons from experience (pp. 99-104). London: British Council. 
  • Hayes, D. (2011). La enseñanza del inglés en la Educación Primaria: otro obstáculo para el logro educativo de los más desfavorecidos/Primary English language teaching: Another obstacle to achievement for the world’s poor? In P. Powell-Davies (Ed.). Word for word: The social, economic and political impact of Spanish and English/Palabra por palabra: El impactico social, económico y político del español y del inglés (pp. 329-344). Madrid, Spain: British Council, Instituto Cervantes & Santillana.
  • Hayes, D. (2010). What makes a good primary English teacher? Strategies for success in teaching and training. In M. Kobayashi (Ed.), A study of English language teacher education for young learners in Japan: Developing new strategies (pp. 221-234). Kumamoto, Japan: Graduate School of Social and Cultural Sciences, Kumamoto University.
  • Hayes, D. (2008). Occupational socialization in the first year of teaching: Perspectives from Thailand. In T.S.C. Farrell (Ed.), Novice language teachers: Insights and perspectives for the first year(pp. 57-72). London: Equinox Publishing.
  • Hayes, D. and Sharkey, J. (2008). Revitalizating a curriculum for school-age learners: A multidirectional, re/generative dynamic. In D. Hayes and J. Sharkey (Eds.), Revitalizing an established curriculum for school age learners (pp. 1-9). Alexandria, VA: TESOL Publications.
  • Hayes, D. (2008). In-service teacher development in Korea: Insights from theory and practice. In M.E. Vethamani and M.K. Kabilan (Eds.), Practices and issues in English language teacher development(pp. 138-163). Petaling Jaya, Malaysia: Sasbadi Sdn. Bhd..
  • Hayes, D. (2006). Developing teachers in the developing world of Sri Lanka. In M. McCloskey, J. Orr and M. Dolitsky (Eds.), Teaching English as a foreign language in primary school (pp. 141-155). Alexandria, VA: TESOL Publications.
  • Hayes, D. (2004). Trainer development: principles and practice – an introduction. In D. Hayes (Ed.), Trainer development: Principles and practice from language teacher training(pp. 1-20). Melbourne: Language Australia Publications.
  • Hayes, D. (2004). Inside INSET: trainer’s perceptions. In D. Hayes (Ed.), Trainer development: Principles and practice from language teacher training. (pp. 63-79). Melbourne: Language Australia Publications.
  • Hayes, D. (2002). Language, textbooks and perspectives on social harmony in Sri Lanka. In J. Lo Bianco (Ed.), Development and language: Global influences and local effects(pp.181-204). Melbourne: Language Australia Publications.
  • Hayes, D. (2002). Managing national textbook development in difficult circumstances. In D. Hayes (Ed.), Making a Difference: The experience of the Primary English Language Project, Sri Lanka(pp. 35-51). Colombo, Sri Lanka: The British Council.
  • Hayes, D. and Edirisinghe, C. (2002). Assessing the impact of a trainer development programme. In D. Hayes (Ed.), Making a difference: The experience of the Primary English Language Project, Sri Lanka(pp. 111-125). Colombo, Sri Lanka: The British Council.
  • Hayes, D. (1997). INSET, innovation and change: An introduction. In D. Hayes (Ed.),In-service teacher development: International perspectives(pp. 1-7). Hemel Hempstead, UK: Prentice Hall.
  • Hayes, D. (1997). Articulating the context: INSET and teachers’ lives. In D. Hayes (Ed.),In-service teacher development: International perspectives(pp. 74-85). Hemel Hempstead, UK: Prentice Hall.
  • Hayes, D. (1992). Teachers as trainers. In E. Sadtono (Ed.), Language teacher education in a fast-changing world. Anthology Series 29, SEAMEO Regional Language Centre: Singapore.
  • Hayes, D. (1991). Teacher training in the Sabah Primary English Programme. In C. Kennedy & J. Jarvis (Eds.), Ideas and issues in primary ELT. London: Nelson. 

Refereed conference proceedings

  • Hayes, D. (2008). In-service teacher education in primary ELT. In A.S. Mackenzie (Ed.) Primary innovations regional seminar, Bangkok, March 2008: A collection of papers (pp. 31-41). Bangkok: British Council.
  • Hayes, D. (2008). Primary English language teaching in Vietnam. In A.S. Mackenzie (Ed.) Primary innovations: Selected papers from the 2nd regional seminar, Bangkok, March 2008: A collection of papers (pp. 85-97). Bangkok: British Council.
  • Hayes, D. (2007). English language teaching and systemic change at the primary level: Issues in innovation. In P. Powell-Davies (Ed.) Primary innovations regional seminar, Hanoi, March 2007: A collection of papers(pp. 23-41). Hanoi: British Council.
  • Hayes, D. (2000). English language education, projects and power. In J. Shaw, D. Lubelska and M. Noullet (Eds.) Partnership and interaction. Proceedings of the fourth international conference on language and development. Bangkok: Asian Institute of Technology.
  • Hayes, D. (1998). English language teaching, disempowerment and the rights of the child. In Language in development: Access, empowerment, opportunity. Proceedings of the third international conference on language in development. Malaysia: National Institute of Public Administration.
  • Hayes, D. (1993). Collaborative cultures, creativity and more effective teaching and learning of English. In H. Gaudart & M.K. David (Eds.) Towards more effective learning & teaching of English. Proceedings of the second Malaysian English Language Teaching Association international conference. Kuala Lumpur: MELTA/Star Publications.
  • Hayes, D. (1992). Teacher development: overcoming resistance to change. In B. Wijasuriya & H. Gaudart (Eds.) Teaching and learning English in challenging situations. Proceedings of the first Malaysian English Language Teaching Association international conference. Selangor Darul Eshan: MELTA.

 

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