Dr. Morgan is an Associate Professor in the field of Language & Literacy and coordinates the Languages Other Than English (LOTE) major in the graduate entry degree, Bachelor of Teaching in Secondary Education.
His research interests include: maintenance and development of community langauges; sequencing of classroom activities and the use of the target language in the beginner learner classroom. He is currently completing a major funded research project about home language maintenance and home literacy practices.
Dr Morgan retired in 2014 but has maintained a number of teaching and reserach activities.
Can supervise: YES
Morgan, L 2010, Target Language Use in Beginner Classrooms, 1, VDM Verlag DR Muller, Saarbrucken, Germany.
This book uses a guided action research model in order to investigate a model of practice that seeks to optimise the outcomes in bilingual classrooms lead by non-native teachers. The questions that form the basis of this research relate to the teaching and learning of languages in Australian classrooms at the beginner level. A major focus of this research is on the classroom context and the role of teachers' decisions and strategies in the development of student proficiency at beginner levels. Drawing on data from 10 beginner classrooms in a diverse range of New South Wales schools, this study examines normal interactional patterns in the Languages classroom and explores those strategies that can be enabling of target language use by students. The research presented in this book takes as a basic principle the notion that an understanding of the teaching and learning context is indispensable to any attempt to bring about change in practice.
Diaz, CJ, Morgan, L & Chodkiewicz, A 2018, 'Developing early literacies in informal settings: The importance of cultural representation in an aboriginal playgroup', International Journal of Early Childhood Learning, vol. 25, no. 1, pp. 29-43.View/Download from: UTS OPUS or Publisher's site
© Common Ground Research Networks, Criss Jones Diaz, Liam Morgan, Andrew Chodkiewicz. This paper presents the results of a yearlong study within an Aboriginal playgroup on the outskirts of Western Sydney. Using a methodology that was collaborative and iterative and gathering data through a participant ethnographer who was herself Aboriginal, enabled a clear view of the impact of literacy strategies that were implemented in consultation with mothers and the playgroup leader. It was found that Aboriginal texts, stories, songs, and dance, arranging for children to experience various Aboriginal cultural events, as well as talking about and modeling language interactions, led to increased and regular child and child-adult literacy interactions. Longer-term impacts relating to home literacy practices and transition to school were also reported.
Morgan, L & Peter, M 2015, 'Multimodal Domains and Affordances for Home Language Maintenance Created by Web 2.0 and Mobile Technologies: Intergenerational Impacts', Journal of Technologies in Knowledge Sharing, vol. 10, no. 3-4, pp. 21-32.View/Download from: UTS OPUS
This paper examines the impact of Web 2.0 technologies on the maintenance of home languages in Australia and on language practices in home and school environments. The findings reported here are drawn from a major funded study that investigated the language practices and attitudes of school students across mainstream schools, community schools
and the government Saturday Schools of Community Languages in Sydney and Wollongong, Australia. The analysis revealed complex patterns of language use in families and communities and firmly established that Internet based applications and travel are factors that are having major impacts on the language practices of families who speak a
language additional to English in the home. It also revealed a 'disconnect' between the rich interactions in the Home-use of Web 2.0 technologies and overall patterns of use in school environments.
Morgan, L & Chodkiewicz, AK 2013, 'Supporting Home Languages in Informal settings: Chinese-speaking Mothers in Sydney', International Journal of Early Childhood Learning, vol. 19, no. 4, pp. 51-63.View/Download from: UTS OPUS
Maintaining support for home languages is one of the most important issues for multilingual societies such as Australia, where almost one in four people live in homes where a language other than English is spoken. The loss of home languages represents a significant loss of a national economic resource, as well as a loss of connection and weakening of identity for children as they are growing up. The declining study of languages and language attrition among second and third generation migrants have are emerging as key issues for educators. This study focuses on Language maintenance in the early years. It presents the results of a qualitative study of early literacy practices of 15 Chinese speaking (Mandarin, Cantonese and Chinese Vietnamese bilingual), mothers and carers with pre-school aged children, living in in an inner-city area of Sydney.
Morgan, L, Chodkiewicz, AK & Jones Diaz, CM 2013, 'Developing Early Literacies in Informal Settings: Addressing Aspects of Language and Culture in Supported Playgroups', International Journal of Early Childhood Learning, vol. 19, no. 3, pp. 23-34.View/Download from: UTS OPUS
The learning experiences of the early childhood years are recognised as vital to the continuing development of children throughout their school years. However, as budget pressures grow and the costs of formal child care continue to rise, reaching out and engaging with socio-economically disadvantaged children and their families remains a challenge. Recent research has highlighted the need for early childhood educators, researchers and policy makers working in early years leaning environments to engage more effectively in acknowledging and supporting the diverse languages, cultures and literacy practices of families in these settings. This paper reports on a study undertaken within a number of multilingual and multicultural supported playgroup sites in parts of Sydney, Australia. Drawing on a ethnographic approach, one of the main aims of the study was to explore ways of better supporting children, their mothers and careers to further develop children's abilities to make sense of a range of early literacies including oral, aural, visual, digital, print and critical modes of communication through the inclusion of linguistically and culturally appropriate resources in addition to traditional nursery rhymes, songs and activities.
Morgan, L 2012, 'Generation Y, Learner Autonomy And The Potential Of Web 2.0 Tools For Language Learning And Teaching', Campus-Wide Information Systems, vol. 29, no. 3.View/Download from: UTS OPUS or Publisher's site
Purpose of this paper - The purpose of this paper is to examine the relationship between the development of learner autonomy and the application of web 2.0 tools in the language classroom. Design/methodology/approach - The approach taken is that of qualitative action research within an explicit theoretical framework and the data was collected via surveys and through the analysis of learner diaries. Findings - Although the students were found to have high-level skills in relation to the use of web 2.0 tools, it was also found that explicit teaching is needed to maximize the potential of these tools. Research limitations/implications - Future research in this area is needed to develop a stronger research base around the student use of web 2.0 to enhance their learning of second languages. Practical implications - The paper highlights a need for teachers to engage in discussions with students around the use of web 2.0 tools beyond the classroom and to model effective use of these within the classroom. Social implications - The paper seeks to explore the implications of the development of web 2.0 skills by students and seeks to contribute to the current thinking around the use of social media by Gen-y students.
Morgan, L & Chodkiewicz, AK 2011, 'Exploring and Supporting Home Language Maintenance in Informal Playgroups: Working with Pacific Communities', Heritage Language Journal, vol. 8, no. 2, pp. 81-96.View/Download from: UTS OPUS
Using data from observations, audio and video recordings, interviews with mothers and carers as well as interviews with play-group workers, literacy specialists and community workers, this paper will examine the challenges facing these families as their children prepare for schools in which their home language will be âsubmerged.ï½ï½Y The case study includes an evaluation of a bilingual program within informal playgroups aimed at strengthening home language use among children from the Maori and Tongan communities. The program was designed and implemented in collaboration with these communities as a part of research discussed in this paper. The evaluation will examine the benefits and limitations of such programs as well as foregrounding those strategies that engage and support families in their efforts to maintain their home language
Morgan, L 2010, 'Understanding the Digital Divide: A Closer Examination of the Application of Web 2.0 Technologies by Undergraduate Students', International Journal of Learning, vol. 17, no. 10, pp. 343-350.View/Download from: UTS OPUS
Abstract: The authors of the 2009 Horizon Report have listed six technologies they claim will be increasingly adopted in higher education teaching and learning over the next 5 years. These include mobile internet devices; private clouds; open content; virtual, augmented, and alternate realities; location-based learning; smart objects and devices. High expectations are being placed on technologies such as these for the enhancement of teaching and learning in universities. However, experience has shown that the rapid introduction of such technologies is not matched by corresponding broad uptake in schools and universities. Their effective integration into existing or new models of teaching and learning lags way behind their initial adoption by cutting edge users. High expectations of web 2.0 tools are also often accompanied by untested assumptions about the knowledge and sills of generation Y students often referred to as âdigital nativesâ (Prensky 2001) or âborn digitalâ. Increasingly, the usefulness of such assumptions in educational contexts is being questioned. This paper seeks to achieve a deeper understanding of these issues through a closer examination of the digital divide that exists between lecturers and their undergraduate students. Data provided by interviews and surveys of students and staff highlight an apparently widening gap between the use of technologies for personal, social networking purposes and the understanding of the ways in which these technologies can be integrated into teaching and learning in higher education. The results indicate the need for a better understanding of the skills and dispositions that teachers and students bring with them to their classes as well as the need for more effective modelling of integrated use of web 2.0 for educational purposes.
Morgan, L & Chodkiewicz, A 2009, 'Early literacy in informal settings: Supporting home literacy practices: Supporting home literacy practices', International Journal of Learning, vol. 16, no. 7, pp. 263-274.View/Download from: Publisher's site
Early literacy is a key factor in a child's development in the years before they start school. It often is used as one of the key indicators of a child's early development, and as shown in various longitudinal studies, it affects the way children progress through school and their later life. As the evidence of the benefits of early intervention accumulates, there needs to be more recognition of the place of early literacy within early intervention strategies in disadvantaged communities. A significant proportion of children, living in disadvantaged communities, and outside the formal early childhood system (pre-school, long day care or occasional care), start school with little exposure to any significant level or range of early literacy practices. This paper reports on a qualitative study with Aboriginal and CALD mothers and carers in an inner city part of Sydney, who attended mothers groups or supported playgroups. Taking a socio-cultural approach the study explores the views of front-line community workers and the experiences of mothers and carers with early literacy in a range of informal community based settings and programs. The research has implications for the development of strategies to support the development of programs in informal settings and the development of strategies to engage and support parents and carers. © Common Ground, Liam Morgan, Andrew Chodkiewicz, All Rights Reserved, Permissions.
Morgan, L & Chodkiewicz, AK 2009, 'Early Literacy in Informal Settings: Supporting Home Literacy Practices', International Journal of Learning, vol. 16, no. 7, pp. 263-273.View/Download from: UTS OPUS
Early literacy is a key factor in a childâs development in the years before they start school. It often is used as one of the key indicators of a childâs early development, and as shown in various longitudinal studies, it affects the way children progress through school and their later life. As the evidence of the benefits of early intervention accumulates, there needs to be more recognition of the place of early literacy within early intervention strategies in disadvantaged communities. A significant proportion of children, living in disadvantaged communities, and outside the formal early childhood system (pre-school, long day care or occasional care), start school with little exposure to any significant level or range of early literacy practices. This paper reports on a qualitative study with Aboriginal and CALD mothers and carers in an inner city part of Sydney, who attended mothers groups or supported playgroups. Taking a socio-cultural approach the study explores the views of front-line community workers and the experiences of mothers and carers with early literacy in a range of informal community based settings and programs. The research has implications for the development of strategies to support the development of programs in informal settings and the development of strategies to engage and support parents and carers.
Morgan, L 2009, 'Choosing the Right Technology' in Brady, IK (ed), Helping People to Learn Foreign Langauges: TEACH-NIQUES AND TEACH-NOLOGIES, UCAM Publicaciones Universidad Catloica San Antonio, Murcia, pp. 116-130.View/Download from: UTS OPUS
Gabriella Peter, M & Morgan, L 2018, 'TABLET TECHNOLOGIES AND LANGUAGE SOCIALIZATION. A STUDY OF FIRST GENERATION HUNGARIAN IMMIGRANT FAMILIES LIVING IN SYDNEY, AUSTRALIA', IATED.View/Download from: UTS OPUS or Publisher's site
M. Gabriella Peter, L. Morgan
University of Technology, Sydney (AUSTRALIA)
Internet communication technologies, including tablet technologies, have established a strong presence in Australian households. This paper presents the results of a multiple case study involving first generation Hungarian families living in Sydney. The paper highlights the potential of tablet technologies for language development and language maintenance, and the collaborative nature of the practices among family members while using tablet technologies.
Due to the weak ethno linguistic vitality of the Hungarian community in Sydney, Australia, for some of the participating Hungarian families, modern technologies and the Internet represents a real opportunity for home language use. Home language maintenance remains a vital issue for multicultural and multilingual societies such as Australia and the potential value of tablet technologies has been widely recognised by researchers.
The 52 Participants in the survey were mainly Hungarians registered in the 'Hungarians in Sydney' Facebook group or contacted at various Hungarian community events. These were all Hungarian-speaking individuals who owned and used a tablet device at the time of data collection.
Data was collected in three stages:
In the first stage a questionnaire about technology use, especially touchscreen device use was distributed mostly through Facebook to members of Hungarians in Sydney group.
In the second stage of the data collection informal interviews were conducted with families, mainly with the mothers and video recordings taken by the families.
Stage three of data collection consisted of informal post-interviews with participating families/those who sent videos, pictures or screenshots.
The results of the questionnaire and interviews revealed that the participants of this study have positive attitudes towards technology in general and a positive disposition to the use of tablet technology in different aspects of...
Morgan, L 2013, 'Enhancing Leaning in the Primary School Through Web 2.0', Research in Educational Technology: Development and Practice ICICTE 2013 Proceedings, International Conference on Information and Communication Technologies in Education, ICICTE, Crete, Greece, pp. 385-394.View/Download from: UTS OPUS
Web 2.0 tools are now common within K-6 schools, and there is an acknowledged need for more research to evaluate their effectiveness and their relationship to social-constructivist models of teaching and learning. A stronger research base is needed in order to inform teacher reflection on ways of deploying these tools and on their integration into teaching and learning frameworks. This paper contributes to this knowledge base through a detailed presentation of a research project undertaken in one Australian primary school with the aim of examining the effects of the use of two different Web 2.0 tools on the students learning
Morgan, L & Peter, MG 2013, 'Mediating The Challenges Of A New Way Of Life Through Blogging An Analysis Of The Blogs Of Six New Migrants To Australia', 7th International Technology, Education and Development Conference, International Technology, Education and Development Conference, International Association of Technology, Education and Development, Valencia, Spain, pp. 2760-2768.
This paper will present an analysis of six blogs of new migrants to Australia. Particular attention will be directed to the multimodal nature of these blogs and the meanings they convey to members of the language community in Australia and in the home country. The two frameworks that were combined and applied for this research draw on the work of Bateman and Delin (2001) and that of Kress and van Leeuwen (2006). The first is used to identify those specific structural elements of the medium of blogs that are available and can be used in the analysis while Kress and van Leeuwens framework is used to gain a deeper understanding of the way in which images and designs work within a blog to convey meaning. This research has been able to capture those aspects that serve the concept of the blog as a 'discursive space' and the framework that has been developed is shown as enabling a closer examination of the choices made by the bloggers in relation to text and image and the role played by these blogs as sites for language maintenance as well as the construction of new identities..
Morgan, L & Pennycook, AD 2013, 'Exploring and Supporting Home Language Maintenance among Tongan Families in Sydney, Australia', ECER 2013 - Online Programme, The European Conference on Educational Research 2013, EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION, Istanbul, Turkey.
This paper draws on four years of fieldwork among Tongan families within the context of an informal supported play-group in inner Sydney, Australia. In Australia, some 40% of children reach school age without attending formal pre-schools. Aboriginal and immigrant groups are greatly over-represented in this statistic. For these children, informal playgroups, funded from a range of government and non-government sources are important sites for learning. For children who speak a language other than English in the home, the playgroups also offer a `safe space and an opportunity to strengthen and support the use of the home literacies and the connection to heritage cultures. They also spaces where situated practices around community language and identity can be observed. The role of such playgroups in improving the transition to school for Pasifika students has been acknowledged by a number of researchers in Australia and New Zealand. A recent literature review on Transition from Early Childhood Education (ECE) to School by Peters (2010) highlights the issues that have a direct relationship to home language maintenance. These include a sense of belonging, recognition and acknowledgement of culture, and dispositions and identity as a learner. In addition, Peters review also highlights the importance of direct communications between teachers in the ECE settings and those in the school. Our main research questions related to identifying the best ways of engaging and supporting relatively disadvantaged families from Pacific communities in developing their childrens early literacy practices in informal settings. We also aimed at obtaining a clearer picture of literacy practices in the home language as a first step to improving the gap between home practices and the first years of school. This study is one of the few with a primary focus on support for the maintenance of home language and culture in the early years Using data from observations of partic
Morgan, L 2011, 'Generation Y, Learner Auonomy and the Potential of Web 2.0 Tools for Language Teaching and Learning', Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, International Conference on Information Communication Technologies in Education, University of the Fraser Valley Press, Rhodes, Greece, pp. 591-591.View/Download from: UTS OPUS
This paper critically examines the concept of learner autonomy in the context of a model of language teaching and learning that seeks to exploit the potential of Web 2.0 tools. The development of Web 2.0 tools in language teaching and learning has the potential to greatly enhance the opportunities available for students to make meaningful use of their target language in real time contexts and increasingly, students are turning to the web for their own, independent, language learning. The paper draws on survey and interview data from a group of Australian undergraduate students to establish their needs in terms of developing autonomous learning skills and dispositions.
Morgan, L 2010, 'Learner Autonomy and Web 2.0 Tools', CULI's 7th International conference 2010 Pathways in EIL: Explorations and Innovations in Teaching and Research, Bangkok.
Morgan, L 2010, 'Mapping The Diversity of home Language Resources. Two case studies of Turkish and Chinese language maintenance in Sydney, Australia.', NEW MIGRATIONS, NEW CHALLENGES TRINITY IMMIGRATION INITIATIVE INTERNATIONAL CONFERENCE: 30 JUNE - 3 JULY 2010, NEW MIGRATIONS, NEW CHALLENGES, Trinity Immigration Initiative, Dublin, pp. 79-79.
Morgan, L 2009, 'Developing a Common Language Within a Community Of Enquiry', European Conference on Educational Research, Theory and Evidence in European Educational Research, EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION, VIENNA, pp. 97-97.
Morgan, L 2009, 'Developing a pedagogical framework for ICT Use in languages classrooms', Readings in Technology and Education: Proceedings of ICICTE 2009, International Conference on Informational Communication Technologies in Education, University of the Fraser Valley Press, Corfu, Greece, pp. 565-576.View/Download from: UTS OPUS
ICICTE 2009 will seek to address the many challenges and new directions presented by technological innovations in educational settings. Those attending ICICTE 2009 will leave with an excellent overview of current thinking and practices in applications of technology to education. Thematic streams will include alternative processes, procedures, techniques and tools for creating learning environments appropriate for the twenty-first century.
Morgan, L 2007, 'Practicum: Managing and Strengthening the Triadic Relationship', Proceedings of the 32nd Annual Conference on Improving University Teaching, International Conference on Improving University Teaching: The Creative Campus, The University of West Florida, Jaen, Spain 4-8 July 2007, pp. 201-217.