Profesor titular del Departamento de Lingüística y Estudios del Lenguaje Aplicado de la Universidad de Auckland, Nueva Zelanda. Ha enseñado inglés como segundo idioma y ha participado en la formación de profesores de idiomas en Sudáfrica, EE. UU. Y Nueva Zelanda. Sus intereses de investigación incluyen la planificación del lenguaje en la educación, las percepciones de los estudiantes sobre su aprendizaje y el contexto social del aprendizaje de idiomas, formación de profesores de segunda lengua, identidad de profesores y estudiantes, estudios en el extranjero e indagación narrativa. En 2017 recibió el Premio a la Investigación Distinguida por TESOL International. Autor y/o editor de varios libros, entre los que se destacan: Narrative Research in Applied Linguistics (2013, Editor), Narrative Inquiry in Language Teaching and Learning Research (2014, Coautor), Reflections on Language Teacher Identity Research (2017, Editor) y Qualitative Research Topics in Language Teacher Education (2019, Editor) y Communicating Identities (Coautor, 2021).
Publicaciones recientes
- Identity dilemmas of a teacher (educator) researcher: teacher research versus academic institutional research. Gary Barkhuizen. Educational Action Research, ISSN 0965-0792, Vol. 29, No. 3, pp. 358-377, 2021, https://doi.org/10.1080/09650792.2020.1842779
- South African English, social inclusion and identity integration in New Zealand. Gary Barkhuizen. World Englishes, ISSN-e 1467-971X, Vol. 40, No. 1, pp. 121–135, 2021 https://doi.org/10.1111/weng.12476
- Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change. Jenny Mendieta, Gary Barkhuizen. Computer Assisted Language Learning, ISSN 0958-8221, Vol. 33, No. 3, pp. 176-196, 2020, https://doi.org/10.1080/09588221.2018.1553888
- Investigating multilingual identity in study abroad contexts: A short story analysis approach. Gary Barkhuizen. System, ISSN 0346-251X, Vol. 71, pp. 102-112, 2017 http://dx.doi.org/10.1016/j.system.2017.09.014
- Investigating Language Tutor Social Inclusion Identities. Gary Barkhuizen. The Modern Language Journal, ISSN-e 1540-4781, Vol. 101, No. S1, pp. 61-75, 2017 https://doi.org/10.1111/modl.12369
- A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time. Gary Barkhuizen. TESOL QUARTERLY, ISSN-e 1545-7249, Vol. 50, No. 3, pp. 655-683, 2016 https://doi.org/10.1002/tesq.311
- Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education. Gary Barkhuizen. RELC Journal, ISSN 0033-6882, Vol. 47, No. 1, pp. 25-42, 2016 https://doi.org/10.1177%2F0033688216631222
- Effects of Exploratory Practice (EP) on Team Teachers’ Perceptions in Japanese High Schools. Takaaki Hiratsuka, Gary Barkhuizen. JALT Journal, ISSN 0287-2420, Vol. 37, No. 1, pp. 5-28, 2015 https://doi.org/10.37546/JALTJJ37.1-1
- Revisiting narrative frames: An instrument for investigating language teaching and learning. Gary Barkhuizen. System, ISSN 0346-251X, Vol. 47, pp. 12-27, 2014 https://doi.org/10.1016/j.system.2014.09.014