Associate Professor Sharon Harvey

Deputy Dean - Research / Head of School

Email: sharon.harvey@aut.ac.nz

ORCID: ORCID logo https://orcid.org/0000-0002-1320-1560

Qualifications:

  • PhD (in Education), University of Auckland
  • Master of Arts (Applied) (Hons) Applied Linguistics, University of Waikato
  • Master of Arts (Hons) History, University of Auckland
  • Bachelor of Arts (double major History and Politics), University of Auckland
  • Postgraduate Diploma in English Language Teaching (Included Te Reo Māori), University of Auckland
  • Certificate in Adult and Tertiary Education, Auckland Institute of Technology (AIT)
  • Certificate of Proficiency in Māori, Auckland Institute of Technology (AIT)
  • Certificate of Proficiency in Japanese, University of Auckland
  • ATCL Practical, Speech and Drama, Trinity College of London

Overview:

Associate Professor Sharon Harvey is Head of the School of Language and Culture and Deputy Dean (Research) of the Faculty of Culture and Society.

Sharon was an ESOL and workplace literacy teacher for many years. Over the last 20 years she has been closely involved in the development of postgraduate programmes and a research culture at AUT. From 2007-2011 Sharon led three national Ministry of Education research evaluations in the areas of ESOL paraprofessionals and language teacher professional development. Currently, she is leading the Ministry of Education national evaluation of Asian Language Learning in Schools (ALLiS).

Sharon's strong interest in languages equity and policy led her to initiate and co-write the 2013 Royal Society of New Zealand paper Languages of Aotearoa / New Zealand and she is currently a core member of the Auckland Languages Strategy Group which has recently succeeded in having a Languages Strategy endorsed by Auckland Council.

Research interests:

Research and supervisory interests include critical language and migrant studies, discourse analysis, language learning and teaching, curriculum studies, language policy and planning, intercultural communication and competency and language teacher development. Sharon also has a strong interest in the fields of research policy, knowledge and national science, which were the areas she researched for her PhD (completed 2006).

Current Research Projects:
2018–2021 Indigeneity, Citizenship and Education (ICE). Collaborative project led by The Arctic University of Tromso (UIT), involving academics from Norway, Sweden, Australia and New Zealand. Funded by the Norwegian Research Council.
2016–2019 Evaluation of Asian language learning in schools (ALLiS) (see report references below). Funded by the New Zealand Ministry of Education.
2015–2016 Developing Thai Occupational Standards and Professional Qualifications for Foreign Language Teachers (English Language Teachers) (see report reference below). Funded by the Thai Professional Qualifications Institute.

Teaching summary:

Current supervisions
Chowdhury, S. (AUT Vice Chancellor Scholarship recipient). Refugee education across countries of origin, transit and resettlement: challenges and opportunities for Rohingya people (PhD thesis). Primary supervisor.
Nguyen, D. The intercultural dimension in a Vietnamese university English for Occupational purposes context: A critical ethnography. (PhD thesis). Primary supervisor.
Willis, R. An Interpretative Phenomenological Analysis: The Lived Experiences of New Zealand-Based Bi/Multilingual ESOL Teachers. (PhD thesis). Primary supervisor.

Completed supervisions
Xue, R. (2019). A new vision of language education - from monolingualism to plurilingualism, and from the language learner to the social agent. (MEd dissertation). Sole supervisor.
Hitchcock, L. (2019) Attaining Intercultural Competence: A study of a cultural immersion student exchange programme (PhD thesis). Primary supervisor.
Vu, T. (2018). Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study (PhD thesis). Primary supervisor.
Turner, E. (2017). What's be happen: The lyrical constitution of protest and social commentary in New Zealand (PhD thesis). Primary supervisor.
Khan, Y. (2016). Adult migrant English language policy in Aotearoa New Zealand 2002-2014 (Master of Arts thesis). Sole supervisor.
Gillon, K. (2015). A discourse analysis of creativity within the New Zealand curriculum (Master of Arts thesis). Co-supervisor.
Haba, K. (2014). The issues and challenges for Japanese teachers in New Zealand secondary schools (Master of Arts thesis). Mentoring supervisor.
Nguyen, T. L. (2013). Integrating culture into Vietnamese university EFL teaching: A critical ethnographic study (PhD thesis). Primary supervisor.
Oshima, R. (2012). An investigation into the reasons of discontinuance of Japanese amongst first year tertiary students who have studied Japanese to Year 13 at Secondary School Study (Master of Arts thesis). Primary supervisor.
Zelenkova, Y. (2010). Rolling back the years: A comparative discourse study of anti-ageing product advertisements in the 1970s and 2000s (Master of Arts thesis). Primary supervisor.
Grewal, B. (2008). Neoliberalism and discourse: Case studies of knowledge policies in the Asia-Pacific study (PhD thesis). Co-supervisor.
Hayward, M. (2007). Applying post-critical approaches to refugee-centred education (Master of Arts thesis). Primary supervisor.

Fields of research:

  • Education Policy
  • Language Studies Not Elsewhere Classified
  • Applied Linguistics and Educational Linguistics
  • Language In Culture and Society (Sociolinguistics)
  • Language, Communication and Culture Not Elsewhere Classified

Professional activities:

    Contribution to academic environment

    • Pākehā mum raising two children with te reo Māori says all schools should have the option, NZ Herald (2019 - ongoing)
    • NZ Chinese Language Week aims to lift 'disappointing' level of Mandarin learning, New Zealand Herald (2018 - ongoing)
    • The big debate: Should te reo Māori be compulsory in schools?, New Zealand Herald (2018 - ongoing)
    • Learning te reo Māori a pathway to Aotearoa's culture and history, New Zealand Herald (2018 - ongoing)
    • How a Wellington kindergarten is raising a new generation of te reo Māori speakers, Newshub (2018 - ongoing)
    • Māori Language Week: New arrivals to Aotearoa embrace te reo Māori, New Zealand Herald (2018 - ongoing)
    • Two languages should be compulsory, starting with Te Reo, Radio Live's Long Lunch (2018 - ongoing)
    • How do you teach kids another language when they're still learning the mother tongue?, Breakfast, TVNZ (2018 - ongoing)
    • Superdiverse Aotearoa, Learning Languages Newsletter (2018 - ongoing)
    • Learning Languages, Radio Rhema (2018 - ongoing)
    • School launches $200-an-hour English course - taught by Chinese teachers, New Zealand Herald (2018 - ongoing)
    • Plans to turn Auckland into trilingual city, New Zealand Herald (2017 - ongoing)
    • Why should I learn another language?, Afraid to Ask podcast (2017 - ongoing)
    • National's language in schools policy lacks clarity - Newstalk ZB interview, Newstalk ZB (2017 - ongoing)
    • Language expert: which languages will kids learn? New Zealand Herald interview, New Zealand Herald (2017 - ongoing)
    • Compulsory te reo Māori in schools - two academics, two views, Auckland University of Technolocy (2017 - ongoing)
    • Educators back compulsory Māori language, New Zealand Herald (2017 - ongoing)
    • Learning a second language, The Panel, Radio New Zealand (2015 - ongoing)
    • Superdiversity: Children lead the way as cultures combine, New Zealand Herald (2015 - ongoing)
    • New Zealand kids monolingual, missing out, Sciblogs (2015 - ongoing)
    • Social science is more popular than science and technology, New Zealand Herald (2015 - ongoing)

Research outputs:

Journal articles

  • Harvey, S. (2018). Intercultural competency: Policy and practice in Aotearoa New Zealand. The New Zealand Language Teacher, 44, 4-17.

  • Roskvist, A., Harvey, S., Corder, D., & Stacey, K. (2017). Language teachers and their perceptions of the impact of "short-term" study abroad experiences on their teaching practice. Electronic Journal of Foreign Language Teaching, 14(1). Retrieved from http://e-flt.nus.edu.sg/

  • Oshima, R., & Harvey, S. (2017). ‘Japanese and the major are incompatible’: Institutional reasons for dropping Japanese at the transition from secondary to tertiary education. The Language Learning Journal, 45(4). doi:10.1080/09571736.2014.963643

  • Oshima, R., & Harvey, S. (2017). The concept of learning Japanese: Explaining why successful students of Japanese discontinue Japanese study at the transition to tertiary education. The Language Learning Journal, 45(2). doi:10.1080/09571736.2013.833646

  • Harvey, S. (2016). A national languages policy for New Zealand: still relevant today? [Special Edition, CLESOL 2014 conference proceedings]. TESOLANZ, 24. Retrieved from http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/default.aspx

  • Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching practices: The Vietnamese context. Intercultural Education, 27(2). doi:10.1080/14675986.2016.1144921

  • Harvey, S. (2014). [Review of Kawamura, Y. (2012). Fashioning Japanese subcultures. London: Berg]. New Zealand Sociology, 29(2).

  • Harvey, S. (2013). Revisiting the idea of national languages policy for New Zealand: How relevant are the issues today?. The TESOLANZ Journal, 21. Retrieved from http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/#H138990-4

  • Stacey, K., Harvey, S., & Richards, H. (2013). Teachers working with ESOL paraprofessionals in a secondary context: Examining supervision. Teaching and Teacher Education, 36.

  • Roskvist, A., Harvey, S., Corder, D., & Stacey, K. (2013). ‘To improve language, you have to mix’: Teachers' perceptions of language learning in an overseas immersion environment. The Language Learning Journal, 42(3). doi:10.1080/09571736.2013.785582

  • Guy, S., & Harvey, S. (2013). Going it alone: New Zealand company-sponsored language, literacy and
    numeracy (LLN) training in an era of government funding. Journal of Education and Work, 26(3). doi:10.1080/13639080.2012.658031

  • Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2013). Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal, 41(2). doi:10.1080/09571736.2012.707676

  • Conway, C., Richards, H., Harvey, S., & Roskvist, A. (2012). 'That didn't work, did it? I need to know how to do that!': Delivering classroom activities to maximise language learning. Babel, 46(2/3). Retrieved from https://eric.ed.gov/?id=EJ975081

  • Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2010). Intercultural language learning (ICLL): Awareness and practice of in-service language teachers on a professional development programme. New Zealand Studies in Applied Linguistics, 16(1).

  • Conway, C., Richards, H., Harvey, S., & Roskvist, A. (2010). Teacher provision of opportunities for learners to develop language knowledge and cultural knowledge. Asia Pacific Journal of Education, 30(4). doi:10.1080/02188791.2010.519545

  • Harvey, S. (2009). [Review of J. Gilbert. (2005).Catching the knowledge wave? The knowledge society and the future of education', Wellington, New Zealand: NZCER Press]. New Zealand Sociology, 24(2).

  • Richards, H., Harvey, S., & Stacey, K. (2009). Have you seen a cotton plant, Romila?An examination of paraprofessionals’ questioning practices in initial ESOL reading programmes. New Zealand Studies in Applied Linguistics, 15(2).

  • Harvey, S. (2006). Discourses of (non)western subjectivity and philosophical recovery. Journal of Multicultural Discourses, 1(1), 27-34. doi:10.1080/10382040608668529

  • Harvey, S. (2006). Commentary: Discourses of (non) Western subjectivity and philosophical recovery. Journal of Multicultural Discourses, 1(1).

  • Harvey Sharon. (2003). Critical perspectives on language(s). Journal of Sociolinguistics, 7(2).

  • Harvey Sharon. (2002). Constructions of knowledge, tertiary education and research policy in Aotearoa/New Zealand. ACCESS: Crticial Perspectives on Communication, Cultural and Policy Studies, 21(1).

  • Harvey, S. (2001). Dominant Discourses and Appropriation in the English Language Classroom: Thinking for Aotearoa-New Zealand. New Zealand Journal of Educational Studies, 36(2).

  • Harvey Sharon. (2001). Virtual(ly) universities: An examination of two digitally contextualised universities [Electronic]. Working Papers in Communication, 1(1). Retrieved from http://www.aut.ac.nz/

  • Harvey Sharon. (2001). Review of Critical Applied Linguistics: A Critical Introduction, Alistair Pennycook, Mahwah, N.J., Lawrence Erlbaum Associates. The Teaching English to Speakers of Other Languages Association of New Zealand (TESOLANZ) Journal, 9.

  • Harvey Sharon. (2001). Dominant discourses and appropriation in the English language classroom: Thinking for Aotearoa-New Zealand, Review of Resisting Imperialism in English Teaching by A. Suresh Canagarajah, 1999, Oxford, Oxford University Press, 216 pp.. New Zealand Review of Educational Studies, 36(2).

  • Harvey, S. (1999). Dogged Polytechnical Testimony. New Zealand Education Review, 4(31).

  • Harvey, S. (1999). Welcome Antidote to Cacophony. New Zealand Education Review, 4(30).

  • Harvey, S. (1999). Cultural Politics, Research and Tertiary Educational Institutions: A Focus on New Zealand Polytechnics. Sites: A Journal for South Pacific Cultural Studies, (37).

Book chapters

  • Corder, D., Roskvist, A. F., Harvey, S., & Stacey, K. (2018). Language teachers on study abroad programs: The characteristics and strategies of those most likely to increase their intercultural communicative competence. In J. Plews, & K. Misfeldt (Eds.), Second Language Study Abroad Programming, Pedagogy, and Participant Engagement (pp. 257-297). Palgrave Macmillan. doi:10.1007/978-3-319-77134-2_9

  • Harvey, S. (2018). The 'wave' of Japanese language education in secondary schools: The case of Aotearoa / New Zealand.. In N. McLelland, & R. Smith (Eds.), The History of Language Learning and Teaching III (pp. 263-274). Cambridge, UK: Legenda. Retrieved from http://www.mhra.org.uk/publications/History-Language-Learning-Teaching-III

  • Roskvist, A., Harvey, S., Corder, D., & Stacey, K. (2015). Teacher language learning and residence abroad: What makes a difference? Perspectives from two case studies. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (Vol. 4 of Eurosia monograph series) (pp. 185-198). EUROSLA. Retrieved from http://www.eurosla.org/eurosla-monograph-series-2/

  • Conway, C., Richards, H., Harvey, S., & Roskvist, A. (2012). Professional development for language teachers: Response to a change in learning languages policy. In B. Boufoy-Bastick (Ed.), The international handbook of cultures of professional development for teachers: Comparative international issues in collaboration, reflection, management and policy (pp. 159-182). Strasbourg, France: Analytrics. Retrieved from http://culturometrics.com/book-papers/

  • Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2011). A framework for analysing observation data: Language teacher provision of opportunities for learners to develop intercultural competence. In A. Witte, & T. Harden (Eds.), Intercultural competence: Concepts, challenges, evaluations (pp. 239-252). Bern, Switzerland: Peter Lang AG.

  • Roskvist, A., Corder, D., Harvey, S., & Stacey, K. (2011). Developing language teacher capability through immersion programmes and the impact on student language learning, cultural knowledge and intercultural competence. In A. Witte, & T. Harden (Eds.), Intercultural competence: Concepts, challenges, evaluations (pp. 209-224). Bern, Switzerland: Peter Lang AG. Retrieved from http://www.peterlang.net/

  • Harvey, S. (2010). Tertiary education research policy and science. In M. Thrupp, & R. Irwin (Eds.), Another decade of New Zealand education policy: Where to now? (pp. 149-165). Waikato, New Zealand: Wilf Malcolm Institute of Educational Research.

  • Harvey, S., Roberts, P., & Chambers, M. (2001). Repositioning Knowledge in the Information Age: Implications for Higher Education. In P. Roberts, & M. Chambers (Eds.), Digital Developments in Higher Education: Theory and Practice (pp. 41-62). Cambridge: Taylor Graham Publishing.

Conference contributions

  • Harvey, S. (2019). An indigenised/decolonising ICC? Language power and history in Aotearoa/ New Zealand. In BAAL Language Policy SIG. Edinburgh. Retrieved from https://sites.google.com/view/langpol/events/2019-lpf

  • Harvey, S. (2019). Language education, ICC and indigeneity in Aotearoa/New Zealand. In British Association of Applied Linguistics Special Interest Group in Intercultural Communication. Sheffield: BAAL. Retrieved from https://baalicsig.wordpress.com/

  • Harvey, S. (2018). Looking for indigeneity in New Zealand intercultural competency language curricula specifications.. In Indigeneity, Citizenship and Education (ICE) Symposium. Auckland.

  • Harvey, S. (2018). Language policy in Aotearoa/New Zealand. In The 16th National Conference for Community Languages and ESOL. Christchurch. Retrieved from http://www.clesol2018.org.nz/

  • Harvey, S. (2018). Exploring (our own and) other worlds through languages: Intercultural competency and languages education. In NZALT. Auckland. Retrieved from http://nzalt2018.org.nz/keynote-speakers/

  • Pal, M., Harvey, S., Roskvist, A., & Yu, S. (2018). The Asian Language Learning in Schools (ALLiS) Evaluation - Probe One: The impact of engagement with professional and cultural organisations. In NZALT Conference. Auckland.

  • Yu, S., Harvey, S., Roskvist, A., & Pal, M. (2018). The role of Language Assistant (LA) in promoting language learning in schools: Taking Mandarin Language Assistant (MLA) as an example. In NZALT Conference. Auckland.

  • Roskvist, A., Harvey, S., Yu, S., & Pal, M. (2018). The role and perspectives of cluster coordinators in ALLiS. In NZALT Conference. Auckland.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2018). ‘Pop up’ language policies and Asian languages education in Aotearoa/New Zealand. In NZALT Conference. Auckland.

  • Harvey, S. (2018). Examining the role of te reo Māori in mainstream (English medium) schools. In ICE Project Conference 2018. Tromso. Retrieved from https://site.uit.no/

  • Harvey, S. (2018). Education in, for and about Māori: Aotearoa. In ICE Project Conference 2018. Tromso. Retrieved from https://site.uit.no/

  • Harvey, S. (2018). 'Pop up' language policies and Asian languages education in New Zealand. In BAAL Language Policy Forum 2018. Sheffield. Retrieved from https://www.langpol.ac.uk/view/langpol/events/2018-lpforum

  • Chowdhury, M., Harvey, S., & Lourie, M. (2017). Reflections from the field: Drawing the context of Rohingya refugees and their education in New Zealand. In NZARE 2017 CONFERENCE: Partnerships: From promise to praxis Mehemea ka moemoeā tātou, ka taea e tātou. .

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2017). Asian language learning in Aotearoa/New Zealand schools: Can translanguaging and worldmaking flourish here?. In Language Acts, Worldmaking and Translanguaging Seminar. Sydney.

  • Harvey, S. (2017). Intercultural language teaching and the policy, professional development, practice nexus. In 37th Thailand TESOL International Conference: ELT Pathways to Professional Excellence. Bangkok.

  • Harvey, S. (2016). Intercultural competency and language learning in New Zealand classrooms: Reception and practice in superdiverse contexts. In Mobilities, Transitions, Transformations: Intercultural Education at the Crossroads. Budapest: International Association for Intercultural Education (IEAE) & The Institute of Intercultural Psychology and Education (IIPE), Faculty of Education and Psychology, Eotvos Lorand University.

  • Corder, D. M., Harvey, S., Roskvist, A., & Stacey, K. (2015). Language teachers on study abroad programmes: The characteristics and strategies of those most likely to increase their intercultural communicative competence. In A Conference on The Culture of Study Abroad for Second Languages (pp. 32-33). Halifax, Nova Scotia.

Reports

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2019). Asian language learning in schools (ALLiS) evaluation final report. Auckland, New Zealand: Auckland University of Technology.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2018). Utilisation of language assistants in ALLiS classrooms: Probe three report. (55 pages) (3). Auckland, New Zealand: Auckland University of Technology.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2018). Fifth progress and evaluation report to the New Zealand Ministry of Education: Asian Language Learning in Schools (ALLiS) evaluation 2016-2019 (5). Auckland, NZ: Auckland University of technology.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2017). Fourth progress and evaluation report to the New Zealand Ministry of Education: Asian Language Learning in Schools (ALLiS) evaluation (4). Auckland, New Zealand: Auckland University of Technology.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2017). Third progress and evaluation report to the New Zealand Ministry of Education: Asian Language Learning in Schools (ALLiS) evaluation 2016-2019. Auckland University of Technology.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2017). Asian language learning in schools (ALLiS) evaluation 2016-2019: Language learning resources and materials: Probe two report. Auckland, NZ: Auckland University of Technology.

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2017). Asian language learning in schools (ALLiS): The impact of engagement with professional and cultural organisations: Probe one report. Auckland, New Zealand: Auckland University of Technology.

  • Harvey, S., Roskvist, A., Corder, D., Yu, S., & Pal, M. (2016). Second progress and evaluation report to the New Zealand Ministry of Education: Asian Language Learning in Schools (ALLiS) Evaluation 2016–2019. Auckland, New Zealand: Auckland University of Technology (AUT).

  • Harvey, S., Roskvist, A., Corder, D., & Yu, S. (2016). First progress and evaluation report to the New Zealand Ministry of Education: Asian Language Learning in Schools (ALLiS) Evaluation 2016-2019 (1). Auckland, New Zealand: Auckland University of Technology (AUT).

  • Harvey, S., Roskvist, A., Conway, C., & Richards, H. (2016). Developing Thai occupational standards and professional qualifications for foreign language teachers (English language teachers). Auckland, New Zealand: Auckland University of Technology.

  • Royal Society of New Zealand. (2013). Languages in Aotearoa New Zealand. Wellington, New Zealand: Royal Society of New Zealand. Retrieved from https://royalsociety.org.nz/

  • Harvey, S., Roskvist, A., Corder, D., & Stacey, K. (2011). An Evaluation of the Language and Culture Immersion Experiences (LCIE) for Teachers Programmes: Their impact on teachers and their contribution to effective second language learning. Wellington, New Zealand: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/schooling/103409

  • Harvey, S., Conway, C., Richards, H., & Roskvist, A. (2010). Evaluation of Teacher Professional Development Languages (TPDL) in Years 7-10 and the impact on language learning opportunities and outcomes for students. Wellington, New Zealand: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/

  • Harvey, S., Stacey, K., & Richards, H. (2009). Paraprofessional practice in ESOL programmes: Part 1: Description and evaluation of paraprofessional practices in supporting initial reading programmes.

  • Harvey, S., Richards, H., & Stacey, K. (2009). Paraprofessional practice in ESOL programmes: Part II: Evaluation of paraprofessional English Language Assistants' professional development programme. Auckland, New Zealand: AUT University.

  • Kell, C., Guy, S., Hastwell, K., & Harvey, S. (2009). In-house Literacy, Language and Numeracy (LLN) initiatives in New Zealand workplaces: Summary report. Retrieved from http://www.dol.govt.nz/publication-view.asp?ID=300

  • Harvey, S., Conway, C., Richards, H., & Roskvist, A. (2008). Evaluation of Teacher Professional Development Languages (TPDL) in Years 7-10 and the Impact on Language Learning Opportunities and Outcomes for Students.

Theses

  • Hitchcock, L. (2019). Learning to live in a different culture: A phenomenographic study of the adaptation experiences of cultural-immersion study-abroad sojourners. (Auckland University of Technology, Auckland, New Zealand). Retrieved from https://openrepository.aut.ac.nz/handle/10292/12723

  • Harvey, S. (2006). Discourses of research policy in New Zealand, 1984-2005: Neoliberalism, tertiary education and national science. (University of Auckland).

Oral presentations

  • Harvey, S. (2019). Intercultural language teaching: The policy, professional development, practice nexus. Xian, China. Retrieved from https://wgyxy.nwpu.edu.cn/info/4567/14567.htm

  • Harvey, S., Roskvist, A., Yu, S., & Pal, M. (2018). Languages and cultures in Education: Norway and Aotearoa/NZ. Auckland.

  • Harvey, S. (2015). Educating for superdiverse contexts: Policy, language teachers and intercultural competency. Auckland, NZ.

  • Harvey, S. (2015). Educating for superdiverse contexts: Language policy, intercultural competency and te reo Māori. Alta, Norway.

  • Harvey, S. (2015). Policy and language: Where are the connections?. Wellington, NZ. Retrieved from http://www.royalsociety.org.nz/

  • Harvey, S. (2015). Language education for a globalised world: Focussing on intercultural competency. Quang Ninh, Vietnam.

  • Harvey, S. (2015). Intercultural competency (ICC) and global citizenship: Language education for our diverse world. Bangkok, Thailand.

Other outputs