David Hayes

Associate Professor, Applied Linguistics

David Hayes

PhD (University of Birmingham)

Office: MC D450G
905-688-5550 x5359
david.hayes@brocku.ca

Dr. Hayes has been at Brock since July 2006. Prior to joining Brock, he was a teacher and teacher-educator in Malaysia, Nigeria, Senegal, Sri Lanka and Thailand; as well as carrying out consultancies in Cyprus, Korea, Mauritius, Nigeria, Vietnam and Zimbabwe for organizations such as the World Bank, the Asian Development Bank, the British Council and the RAND Corporation. He also taught at the Universities of Leeds and York in the United Kingdom.

Dr. Hayes’ principal research interests lie in the sociopolitics of teaching English as a subsequent language, the lives and careers of non-native speaking teachers of English in their own state educational systems and systemic educational change.

Since coming to Brock, Dr Hayes has been involved in a number of projects with the Korea Institute for Curriculum and Evaluation (KICE), most recently “In-service English teacher evaluation: Perspectives, processes and instruments.” In 2007-8, he collaborated on the project “The provision of in-service education for teachers of English in Korea since 2003” (Research Report CRI 2008-1-2).

In 2011 Dr Hayes received an SSHRC grant for his project “The role of school language education in the development of respect among ethnic communities in Sri Lanka and its impact on the development of the foundations for social harmony in the country”.

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 Quarterly44, 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 Journal40, 83-101.
  • Hayes, D. (2009). Non-native English-speaking teachers, context and English language teaching. System37, 1-11.
  • Hayes, D. (2008). Becoming a teacher of English in Thailand. Language Teaching Research12, 471-494.
  • Hayes, D. (2005). Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: theory and practice11,169-194.
  • Hayes, D. (2000). Cascade training and teachers’ professional development. ELT Journal54, 135-145.
  • Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal51, 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 Journal49, 252-261.
  • Hayes, D. (1995). Native-speaker rules of speaking and EFL teaching. PASAA: A Journal of Language Teaching and Learning in Thailand25, 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 2ndregional 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 interactionProceedings 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, opportunityProceedings 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 EnglishProceedings 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.

Undergraduate

  • LING 3Q91 Second Language Acquisition and Learning – also offered as PSYC 3Q91 (D2)
  • LING 4P10 Topics in Second Language Acquisition and Learning – with a primary focus on the sociopolitics of SLA (D3)

Graduate
LING 5P07 Topics in Second Language Acquisition Theory and Research (D2)

Dr. Hayes was an Advisory Board Member of the Humanities Research Institute at Brock from July 2007 to June 2011. He was also Graduate Program Director in the department from 2007-11.

Before moving to Canada in 2006, Dr Hayes was a trustee (with responsibility for educational activities) of the Karen Hill Tribe Trust, a UK-based charity working in northern Thailand.