Dr Rachel Burke
Senior Lecturer
School of Education
- Email:rachel.burke@newcastle.edu.au
- Phone:(02) 4921 6707
Career Summary
Biography
I am an Applied Linguist and Teaching English to Speakers of Other Languages (TESOL) educator and researcher in the School of Education, at the University of Newcastle. Taking a critical discourse analytic approach, my work focuses on linguistically and culturally diverse educational contexts, the critical examination of policyscape, structural mechanisms for inclusion/exclusion, and praxis-driven approaches to languages and literacies education.
Keywords
- Academic Literacies
- Cultural Studies
- Cultural and Linguistic Diversity (CALD) Education
- Discourse Analysis
- Intercultural Communication
- Second Language Acquisition
- Sociolinguistics
Teaching
| Code | Course | Role | Duration |
|---|---|---|---|
| EDUC1004 |
Contexts of Teaching School of Education, The University of Newcastle |
Coordinator | 1/7/2013 - 31/12/2013 |
| EDUC6243 |
Specialist Studies in Languages 1 School of Education, The University of Newcastle |
Coordinator | 1/7/2017 - 30/12/2017 |
| EDUC3195 |
Pedagogy and Inclusion School of Education, The University of Newcastle |
Coordinator | 31/7/2014 - 31/12/2014 |
| EDUC6252 |
Sociocultural Contexts of TESOL Faculty of Education and Arts, University of Newcastle |
Coordinator | 1/1/2017 - 30/6/2018 |
| EDUC6023 |
Cultural Variations in Language Learning Faculty of Education and Arts, University of Newcastle |
Coordinator | 1/7/2017 - 30/12/2017 |
| EDUC2143 |
Specialist Studies in Languages 1 Faculty of Education and Arts, University of Newcastle |
Coordinator | 1/7/2017 - 31/12/2017 |
| EDUC6343 |
Specialist Studies in Languages 2 School of Education, The University of Newcastle |
Coordinator | 1/1/2017 - 30/6/2017 |
| EDUC2101 |
Curriculum, Assessment, and Pedagogy School of Education, The University of Newcastle |
Lecturer | 1/1/2014 - 31/12/2014 |
| EDUC6024 |
Practicum in TESOL School of Education, The University of Newcastle |
Coordinator | 1/7/2017 - 30/12/2017 |
| EDUC2151 |
Multiliteracies Faculty of Education and Arts, University of Newcastle |
Coordinator | 1/7/2017 - 30/12/2017 |
| EDUC4143 |
Specialist Studies in Languages 2 Faculty of Education and Arts, University of Newcastle |
Coordinator | 1/1/2017 - 30/6/2017 |
| EDUC3196 |
Quality Teaching, Equity, and Diversity School of Education, The University of Newcastle |
Course Coordinator | 1/7/2015 - 31/12/2015 |
| EDUC6024 |
Practicum in TESOL School of Education, The University of Newcastle |
Coordinator | 1/1/2017 - 30/6/2018 |
| EDUC2151 |
Multiliteracies School of Education, The University of Newcastle |
Coordinator | 1/7/2015 - 31/12/2015 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (5 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2021 |
Tran T, Burke R, O'Toole JM, 'The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities.', Research on teaching and learning English in under-resourced areas., Routledge, New York (2021)
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| 2019 | Burke R, 'Educational mobility and EFL students and teachers in Saudi Arabia: Navigating diverse sociocultural and pedagogical spaces', English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English, Routledge, Singapore 138-156 (2019) [B1] | ||||
| 2018 |
Sharp HL, Burke R, 'Drama in the primary classroom: Contextualising critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 143-166 (2018) [B1]
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| 2018 |
Burke R, Sharp HL, Field C, 'Pedagogical approaches to teaching and learning English: Connections with critical numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 167-196 (2018) [B1]
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| 2018 | Burke R, 'Language and Culture in the Mathematics Classroom: Scaffolding Learner Engagement', Numeracy in Authentic Contexts: making Meaning across the curriculum, Springer, Singapore 91-116 (2018) [B1] | ||||
| Show 2 more chapters | |||||
Journal article (13 outputs)
| Year | Citation | Altmetrics | Link | |||||
|---|---|---|---|---|---|---|---|---|
| 2020 |
Burke R, Fleay C, Baker S, Hartley L, Field R, 'Facilitating access to higher education for people seeking asylum in Australia: Institutional and community responses', Refuge, 36 58-68 (2020) [C1] © R. Burke, C. Fleay, S. Baker, L. Hartley, and R. Field, 2020. Higher education remains unattainable for many people seeking asylum in Australia, where temporary visa status rend... [more] © R. Burke, C. Fleay, S. Baker, L. Hartley, and R. Field, 2020. Higher education remains unattainable for many people seeking asylum in Australia, where temporary visa status renders individuals ineligible for a range of government services including assistance with financing tertiary study. Many universities have responded by offering scholarships and other essential supports; however, our research indicates the challenges associated with studying while living on a temporary visa can affect the success of educational assistance. Here we highlight the importance of scholarships and other supports for facilitating access to tertiary study, particularly given the continuation of restrictive government policies, and identify the need for people seeking asylum to inform institutional and community responses.
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| 2020 | Burke R, 'Widening participation and linguistic engagement in Australian higher education: exploring academics perceptions and practices', International Journal of Teaching and Learning in Higher Education, 32 201-213 (2020) [C1] | |||||||
| 2020 |
Holbrook A, Burke R, Fairbairn H, 'Linguistic diversity and doctoral assessment: exploring examiner treatment of candidate language', Higher Education Research and Development, (2020) © 2020 HERDSA. Overseas students who have learned English as a second or foreign language (L2) form a prominent subgroup of research students in Australian universities. However, ... [more] © 2020 HERDSA. Overseas students who have learned English as a second or foreign language (L2) form a prominent subgroup of research students in Australian universities. However, there is a paucity of research exploring the linguistic experiences of this population in connection with thesis examination and in comparison with first language users of English (L1). Drawing on a two-phase design, we utilised an archived corpus of de-identified PhD examiner reports (n =2117) that incorporated demographic data on candidate language background to determine if there were significant differences in examiner emphasis between L1 and L2 English speakers in three Broad Fields of Study (BFOS): Health; Humanities, Arts and Social Sciences (HASS); Science and Engineering. We found some significant differences in content emphases in examiner comments between L1 and L2 candidates by BFOS but no significant differences in examiner recommendation or committee decision between these groups. This suggested examiners were accommodating language differences. To explore this more closely, we identified 27 reports where examiners had surmised an L2 background and examined these informed by Communication Accommodation Theory (CAT). The case analyses confirmed that rather than rejecting or responding negatively to non-standard language, overall, examiners were accommodating of unconventional style (where meaning is not impaired) taking considerable effort to instruct the candidate in instances where intelligibility was obstructed. The findings are particularly apposite in light of widening postgraduate participation by students from linguistically diverse backgrounds.
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| 2020 |
Baker S, Field R, Burke R, Hartley L, Fleay C, 'Discursive constructions of equity in Australian higher education: Imagined worlds and the case of people seeking asylum', BRITISH EDUCATIONAL RESEARCH JOURNAL, (2020)
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| 2019 |
Baker S, Bangeni B, Burke R, Hunma A, 'The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study', Higher Education Research & Development, 38 142-156 (2019) [C1]
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| 2019 | Hartley L, Baker S, Fleay C, Burke R, ''My study is the purpose of continuing my life' The experience of accessing university for people seeking asylum in Australia', AUSTRALIAN UNIVERSITIES REVIEW, 61 4-13 (2019) [C1] | |||||||
| 2019 |
Matthews J, Burke R, 'Listening to Teachers Voices: Evaluating Language Learning Apps with a Task- based Language Teaching Framework', Language Teaching Research Quarterly, 12 16-36 (2019) [C1]
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| 2018 |
Burke R, Thapliyal N, Baker S, 'The weaponisation of language: English proficiency, citizenship and the politics of belonging in Australia', Journal of Critical Thought and Praxis, 7 84-102 (2018) [C1]
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| 2017 |
Burke R, 'International Student Accommodation and Changing Foreign Policy Alignments in 1950s Australia', History Australia, 14 626-644 (2017) [C1]
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| 2015 |
Zangmo D, Sharp H, O'Toole M, Burke R, 'Bhutan: Experiences of education change in a compact context', Bhutan Journal of Research and Development, 4 17-28 (2015) [C1]
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| 2015 |
Zangmo D, Burke R, O'Toole JM, Sharp HL, 'Cross-Cultural Methodological Innovation in Bhutan: Teacher Experiences with the Process Writing Approach', Journal of Linguistics and Language Teaching, 6 1-20 (2015) [C1]
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| 2014 | Burke RJ, ''They May Come Here to Study But Not to Stay': Print Media Coverage of International Student Migration in the Era of the White Australia Policy', Limina: a Journal of Historical and Cultural Studies, 20.1 1-24 (2014) [C1] | |||||||
| Show 10 more journal articles | ||||||||
Other (7 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2018 | Hartley L, Fleay C, Burke R, Baker S, 'How people seeking asylum in Australia access higher education, and the enormous barriers they face', (2018) [O1] | ||
| 2018 | Burke R, 'Barriers Faced by People Seeking Asylum When Accessing Higher Education', (2018) [O1] | ||
| 2018 | Burke R, Baker S, 'First nation-wide research of how people seeking asylum in Australia are affected by our higher ed policies', (2018) [O1] | ||
| Show 4 more others | |||
Report (1 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2018 | Hartley L, Fleay C, Baker S, Burke R, Field R, 'People seeking asylum in Australia: Access and support in higher education', National Centre for Student Equity in Higher Education, 41 (2018) |
Grants and Funding
Summary
| Number of grants | 12 |
|---|---|
| Total funding | $310,917 |
Click on a grant title below to expand the full details for that specific grant.
20203 grants / $86,311
Engaging with Traumatic Pasts: Investigating Effective and Affective Pedagogies for Social Inclusion and Reconciliation$70,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | A/Prof R Parkes (Lead); A/Prof H Sharp; Dr D Donnelly; Dr R Burke; Prof C Mathis; Prof N Ammert; Prof S Edling; A/Prof J Lofstrom et al |
| Scheme | Research Programs Pilot Scheme |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2021 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
The role of muesums as educative resources in preservice teachers' understanding of displacement.$13,311
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Dr Debra Donnelly (Lead), Dr Rachel Burke and Dr Emma Shaw |
| Scheme | Strategic Network and Pilot Project Grants Scheme |
| Role | Investigator |
| Funding Start | 2020 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Educational Research in ‘Fragile Contexts’: Documenting Ethics-in-Practice Support for Higher Degree Research Students and Supervisors$3,000
Funding body: Australian Association for Research in Education (AARE)
| Funding body | Australian Association for Research in Education (AARE) |
|---|---|
| Project Team | Dr Rachel Burke, Dr Sally Baker, Ms Bonita Marie Cabiles, Dr Tebeje Molla, Assoc. Prof. Margaret Kettle, Dr Alison Fox |
| Scheme | Project Grant |
| Role | Lead |
| Funding Start | 2020 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | C1700 - Aust Competitive - Other |
| Category | 1700 |
| UON | N |
20191 grants / $14,943
Signature Assessment Tasks in History Teacher Education$14,943
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Dr Heather Sharp (Lead), Dr Rachel Burke, Dr Kay Carroll (WSU), Dr Deborah Henderson (QUT), Dr Samantha Owen (Curtin), Dr Philip Roberts (UC), Dr Louise Zarmati (UT), A/Prof Robert Parkes (UON) |
| Scheme | Strategic Network and Pilot Project Grants Scheme |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20182 grants / $58,988
Primary Places of Belonging: Whole-school Approaches to Inclusion for Students with Refugee Backgrounds Attending a Public Primary School in Regional Australia$54,648
Funding body: Perpetual Limited
| Funding body | Perpetual Limited |
|---|---|
| Project Team | Doctor Rachel Burke, Doctor Maura Sellars |
| Scheme | Impact Philanthropy Program |
| Role | Lead |
| Funding Start | 2018 |
| Funding Finish | 2019 |
| GNo | G1701385 |
| Type Of Funding | C3111 - Aust For profit |
| Category | 3111 |
| UON | Y |
People seeking asylum: Access and support in higher education$4,340
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Doctor Rachel Burke, Dr Lisa Hartley, Associate Professor Caroline Fleay, Dr Sally Baker |
| Scheme | Research Grants Program |
| Role | Lead |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | G1800724 |
| Type Of Funding | C2210 - Aust StateTerritoryLocal - Own Purpose |
| Category | 2210 |
| UON | Y |
20175 grants / $93,675
People seeking asylum: Access and support in higher education$39,899
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Dr Lisa Hartley, Dr Caroline Fleay, Dr Sally Baker |
| Scheme | Research Grants Program |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Other Public Sector - Commonwealth |
| Category | 2OPC |
| UON | N |
Language and Literacies Education for Learners with Refugee Backgrounds$29,776
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Rachel Burke |
| Scheme | Women in Research Fellowship |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2018 |
| GNo | G1701394 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Toward Greater Linguistic Equity in Higher Education$15,000
Funding body: Centre for Excellence in Equity in Higher Education (CEEHE)
| Funding body | Centre for Excellence in Equity in Higher Education (CEEHE) |
|---|---|
| Scheme | Excellence in Teaching for Equity in Higher Education (ETEHE) Fellowship |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Secondary Language Teachers' Experiences of Mobile Assisted Language Learning$5,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Scheme | Pilot Project Grant |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Small Research Consultancy$4,000
Funding body: Islington Public School
| Funding body | Islington Public School |
|---|---|
| Project Team | Doctor Maura Sellars, Doctor Rachel Burke |
| Scheme | Small Research Consultancy |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | G1701024 |
| Type Of Funding | C2220 - Aust StateTerritoryLocal - Other |
| Category | 2220 |
| UON | Y |
20151 grants / $57,000
Indigenous Advancement Strategy $57,000
Funding body: Department of Prime Minister and Cabinet
| Funding body | Department of Prime Minister and Cabinet |
|---|---|
| Project Team | Stephen Schmidt, Michele Kowalski, John Purcell |
| Scheme | Indigenous Advancement Strategy |
| Role | Investigator |
| Funding Start | 2015 |
| Funding Finish | 2017 |
| GNo | |
| Type Of Funding | Aust Competitive - Commonwealth |
| Category | 1CS |
| UON | N |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2019 | PhD | A Study of Equity in the Transition of Refugee Learners from Early Childhood to Formal Schooling | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2018 | PhD | Analysing University Students' Competence, Difficulties, and Strategies in Writing Assignments | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2017 | PhD | Linguistic Experiences of English as an Additional Language or Dialect (EAL/D) Doctoral Candidates in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2017 | PhD | Vietnamese Quality Assurance in Higher Education: A Systemic Review | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2021 | PhD | Investigating Students' Perceptions of Vietnamese Tertiary English Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2021 | PhD | Professional Development: Vietnamese English-as-a-Foreign-Language Teacher Educators' Experiences and Perceptions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2020 | PhD | Information and Communication Technology (ICT) and English as a Foreign Language (EFL) Pre-service Teacher Education in Vietnam | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | Policy and Practices in English as a Medium of Instruction in Vietnamese Tertiary EFL Contexts | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2019 | PhD | Alignment of Curricula, Pedagogies, Assessments, Outcomes, and Standards in Vietnamese English Language Teacher Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2018 | PhD | Saudi Technical College Students and an English for Specific Purposes Textbook: A Cloze Test Based Linguistic Analysis | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
News
Women In Research Fellowships awarded
October 27, 2017
Dr Rachel Burke
Position
Senior Lecturer
School of Education
College of Human and Social Futures
Contact Details
| rachel.burke@newcastle.edu.au | |
| Phone | (02) 4921 6707 |
| Fax | (02) 4921 7887 |
Office
| Room | HPE 3.7 |
|---|---|
| Building | Hunter Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
NEWS • Oct 27.2017
Women In Research Fellowships awarded
Thirteen UON researchers have been awarded a Women in Research (WIR) Fellowship thanks to Research Advantage.