As a long-standing teacher educator and consultant in Teaching English to Speakers of Other Languages (TESOL) including English as an Additional Language (EAL) and English as a Medium of Education (EME), Jenny has familiarity with a wide range of learning and teaching contexts where students and teachers grapple with developing the English language and literacy competencies needed for social and academic purposes. While she has now retired from teaching, she continues to mentor individual doctoral students and early career researchers. Her strengths lie in her capacity to support others in their research thinking, such as designing an investigation, strengthening data analysis, and progressively developing an evidence-based... Read more
Focused on developing education professionals, UniSA Education Futures contributes to innovation in education practice through quality teaching, learning and research excellence.
As a long-standing teacher educator and consultant in Teaching English to Speakers of Other Languages (TESOL) including English as an Additional Language (EAL) and English as a Medium of Education (EME), Jenny has familiarity with a wide range of learning and teaching contexts where students and teachers grapple with developing the English language and literacy competencies needed for social and academic purposes. While she has now retired from teaching, she continues to mentor individual doctoral students and early career researchers. Her strengths lie in her capacity to support others in their research thinking, such as designing an investigation, strengthening data analysis, and progressively developing an evidence-based argument.
Jenny’s initial research and consultancy work focused primarily on the school-based learning and teaching of students for whom English is an additional language or dialect (EALD), both their learning of English and their learning across the curriculum. Over the years, this work included several South Australian evaluations of EALD provisions for migrant and refugee children and also for Indigenous children. This in turn led to close involvement from 2004 with the Australian Council of TESOL Associations (ACTA) in their ongoing task of developing professional standards for teachers working with learners of EALD. With the advent of the Australian Professional Standards for Teachers in 2013, ACTA asked Jenny to convene a working group to design an EALD Elaboration of those Standards. The group produced a document intended not only to support teachers’ professional learning but to highlight the needs and strengths of EALD learners. This is now used as a resource in schools and teacher education programs across Australia.
Jenny’s current research is related to English medium education in higher education institutions in the South-East Asian region. She recently co-edited a book entitled English medium instruction practices in Vietnamese universities: Institutional, practitioner and student perspectives, published by Springer Nature. It includes a co-authored chapter focusing on content and language integrated learning (CLIL) and three other co-authored chapters.
Doctor of Philosophy Edith Cowan University
Master of Qualifying University of Papua New Guinea
Master of Arts University of Papua New Guinea
Graduate Diploma of Teaching English as a Second Language University of Papua New Guinea
Diploma of Russian Language and Culture University of Paris
Excludes commercial-in-confidence projects.
Open access indicates that an output is open access.
Barnett, J & Pham, M 2022, 'Perspectives on english medium instruction practices in Vietnamese universities: introduction', in M Pham & J Barrett (eds), English Medium Instruction Practices in Vietnamese Universities: Institutional, Practitioner and Student Perspective, Springer Nature, Singapore, ch. 1, pp. 1-11.
Dinh Thanh, N & Barnett, J 2022, 'Content and language integrated learning (CLIL) perspectives in a Vietnamese undergraduate electrical engineering course', in J Barnett & T Pham (eds), English Medium Instruction Practices In Vietnamese Universities : Institutional, Practitioner And Student Perspectives, Springer, Singapore, vol. 68, ch. 7 , pp. 107-122.
Pham, M & Barnett, J 2022, 'From English Medium Instruction to english medium education: a forward direction for Vietnamese Universities', in M Pham & J Barrett (eds), English Medium Instruction Practices in Vietnamese Universities: Institutional, Practitioner and Student Perspectives, Springer Nature, Singapore, ch. 16, pp. 233-248.
Pham, T & Barnett, J 2022, 'Student experiences of institutional and practitioner decision-making in Vietnamese undergraduate English-Medium programs: agency at the intersection of policy, curriculum and pedagogy', in M Pham & J Barnett (eds), English Medium Instruction Practices in Vietnamese Universities Institutional, Practitioner and Student Perspectives, Springer Nature, Singapore, ch. 12, pp. 179-193.
Pham, M, Nguyen, VN, Hoang, H, Nguyen, TTH, Le, D-H & Barnett, J 2023, 'Internationalisation and English medium education in Vietnamese universities: professional role transformation among English language lecturers', Research in Comparative and International Education, vol. 18, no. 2, pp. 292-316.
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Cahyani, H, de Courcy, M & Barnett, J 2018, 'Teachers' code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions', International Journal of Bilingual Education and Bilingualism, vol. 21, no. 4, pp. 465-479.
Open access 51 44 6
Harris, P, Chinnappan, M, Castleton, G, Carter, J, de Courcy, M & Barnett, J 2013, 'Impact and consequence of Australia's National Assessment Program - Literacy and Numeracy (NAPLAN) - using research evidence to inform improvement', Tesol in Context, vol. 23, no. 1-2, pp. 30-52.
Barnett, JA, Deng, R & Yoasa, NB 2008, 'Post-conflict language issues at the University of Juba, Southern Sudan: Policies, proficiencies and practicalities', Australasian Review of African Studies, vol. 29, no. 1-2, pp. 92-103.
Cormack, P, Comber, BM, Wilkinson, L, Bills, DF, Barnett, JA, Brennan, M, Chartres, MT, Hattam, RJ, Jorgensen, R, Kerkham, LJ, Reid, A & Sullivan, P 2010, 2009 futureSACE school to work innovation program : literacy and numeracy project final report, UniSA, South Australia.
|Hanoi University of Industry||VIET NAM|
|National Economics University||VIET NAM|
|Polytechnic State of Padang||INDONESIA|
|University of Adelaide||AUSTRALIA|
|University of Danang||VIET NAM|
|University of Juba||SOUTH SUDAN|
|University of South Australia||AUSTRALIA|
|Vietnam National University, Hanoi||VIET NAM|
Supervisions from 2010 shown
|Thesis title||Student status|
|Addict, woman, rural: a predicament of culture||Completed|
|An exploratory inquiry of Taiwanese non-native speaking and native-speaking English teachers' conceptions and perceptions of professionalism, TEFL practices and professional relationships in higher education in Kaohsiung, Taiwan||Completed|
|An investigation of newly-arrived Chinese international students' perceptions of the factors that have shaped their English learning in South Australian public high schools||Completed|
|Code-switching in Indonesian tertiary bilingual classrooms: a deficiency or a strategy?||Completed|
|Developing English language proficiency among migrant and refugee teenagers: mediation through mobile devices.||Completed|
|English as an international language (EIL) : relationship to English studies in the Asia-Pacific region||Completed|
|Information and Communication Technology (ICT) and teaching English in rural Vietnamese primary schools: policies, practices and implementation factors||Completed|
|Learner autonomy among Thai university undergraduates in contexts of English as a foreign language||Completed|
|Learning a second language: a case study of a Korean ESL child in Australia||Completed|
|Learning to teach English in Philippine elementary schools: types of knowledge pre-service teachers need||Completed|
|Managing curriculum change: project-based learning with Thai undergraduate English learners||Completed|
|Meaning making in religious education: a case study in a catholic primary school||Completed|
|Mediated beliefs and classroom practices in the teaching of English speaking to Thai university students||Completed|
|Mediating second language assignment writing through online resources : sociocultural influences on design and use||Completed|
|Mediating Thai tertiary student learning of listening comprehension through listening strategies and group work||Completed|
|Multilingualism as the medium: learning and life in an Australian secondary school||Completed|
|Needs analysis for tour operator placements: English for tourism in southern Thailand||Completed|
|Negotiating two worlds through the media: debates about deaf education and sign language from 1970 to 2000||Completed|
|Newly arrived immigrant and refugee children in Newfoundland schools: education, acculturation, and belonging||Completed|
|Participation patterns and factors in professional development for ICT in Thai university foreign language teaching||Completed|
|Pre-service teacher education for English as an additional language in Indonesia: work integrated learning perspectives||Completed|
|Socially sustainable practice: voices from within scholarly communities||Completed|
|Sociopragmatic features in the patient counselling simulations of second language pharmacy students: indirectness as a pedagogic concern||Completed|
|Speaking in a Korean university General English class: a sociocultural perspective||Completed|
|Teacher talk in college English classrooms: features, functions, and input to language learning||Completed|
|Teaching writing in a Thai university context: considerations for introducing a genre-based approach||Completed|
|The relationship between intercultural sensitivity and English language teaching practices in a Saudi Arabian university||Completed|