title: Asian migrant women’s identity negotiation as language learners: Significant events towards imagined identities

authors: Lee, Jinah

subjects: Identity negotiation

abstract: Social identity issues come to the fore when people migrate from one place to another. Study of identity issues has been a central theme in understanding migrants. However, ambiguous and complex identity negotiation processes have been underexplored. Recently, demographic changes in Aotearoa NZ, due to the increase in the population of Asian migrants, concern many, because there is little known about the population in relation to the migrants' experiences in identity changes. This thesis will therefore attempt to unfold the complexity of identity negotiation processes in the study of Asian migrants in Aotearoa NZ, in particular, mothers. This research can provide a further understanding of the population and can contribute to the academic field of identity theories. 
Asian migrant women as language learners struggle to settle in Aotearoa NZ. They hope to belong to the society through identity negotiation. The process of negotiation is individually different and dynamic. However, socially informed identity theories guided by Wenger’s (1999) Communities of Practice framework provide a starting point to explore the dynamics of these processes. This research not only seeks to examine the complexity of these negotiations but also to develop a structure which can explain such complexity. 
The research design was underpinned by theoretical concepts of social constructionism and narrative inquiry. To capture the dynamic identity negotiation processes, I collected narratives of significant events. Six Asian migrant women living in Hamilton, Aotearoa NZ, participated in the research. They engaged in prompted recounts and eight in-depth individual interviews, which consisted of one initial, six post-recount and one reflective interview, during a twelve month period. The iterative interview process also included the researcher’s responses to the participants’ shared stories, and reflective journal writings after each interview session. 
The findings show that identities of the participants are not static and are related to the complex relation of imagined identities and past experiences, in the context of local and global environments. The dynamism of the participants’ identities is also linked to the changing nature of their recounts in relation to the perceived level of significance. These ongoing shifts are shown in interview contexts. During the interviews, the participants often add statements to increase their self-value while they narrate stories indicating a weak sense of belonging. The statements are performed as strategies (Marginson, 2014), and the strategies are diversity and hybridity. Also, the dyadic relationships that developed between the participants and the researcher during the interviews, which were outcomes of the methodological frame, proved to have played a role in increasing the participants’ self-value and the possibilities of positive identities.
The discussion of the findings presents close connections between a sense of belonging and sense of self-value in relation to identities. The participants’ identity negotiation processes took place in relational contexts. The contexts reflect important aspects of dyadic relationships in the negotiation processes. The results provide implications for social identity theories, narrative research, and pedagogies of EAL teaching and learning.

text: Asian migrant women’s identity negotiation as language learners: Significant events towards imagined identities Social identity issues come to the fore when people migrate from one place to another. Study of identity issues has been a central theme in understanding migrants. However, ambiguous and complex identity negotiation processes have been underexplored. Recently, demographic changes in Aotearoa NZ, due to the increase in the population of Asian migrants, concern many, because there is little known about the population in relation to the migrants' experiences in identity changes. This thesis will therefore attempt to unfold the complexity of identity negotiation processes in the study of Asian migrants in Aotearoa NZ, in particular, mothers. This research can provide a further understanding of the population and can contribute to the academic field of identity theories. 
Asian migrant women as language learners struggle to settle in Aotearoa NZ. They hope to belong to the society through identity negotiation. The process of negotiation is individually different and dynamic. However, socially informed identity theories guided by Wenger’s (1999) Communities of Practice framework provide a starting point to explore the dynamics of these processes. This research not only seeks to examine the complexity of these negotiations but also to develop a structure which can explain such complexity. 
The research design was underpinned by theoretical concepts of social constructionism and narrative inquiry. To capture the dynamic identity negotiation processes, I collected narratives of significant events. Six Asian migrant women living in Hamilton, Aotearoa NZ, participated in the research. They engaged in prompted recounts and eight in-depth individual interviews, which consisted of one initial, six post-recount and one reflective interview, during a twelve month period. The iterative interview process also included the researcher’s responses to the participants’ shared stories, and reflective journal writings after each interview session. 
The findings show that identities of the participants are not static and are related to the complex relation of imagined identities and past experiences, in the context of local and global environments. The dynamism of the participants’ identities is also linked to the changing nature of their recounts in relation to the perceived level of significance. These ongoing shifts are shown in interview contexts. During the interviews, the participants often add statements to increase their self-value while they narrate stories indicating a weak sense of belonging. The statements are performed as strategies (Marginson, 2014), and the strategies are diversity and hybridity. Also, the dyadic relationships that developed between the participants and the researcher during the interviews, which were outcomes of the methodological frame, proved to have played a role in increasing the participants’ self-value and the possibilities of positive identities.
The discussion of the findings presents close connections between a sense of belonging and sense of self-value in relation to identities. The participants’ identity negotiation processes took place in relational contexts. The contexts reflect important aspects of dyadic relationships in the negotiation processes. The results provide implications for social identity theories, narrative research, and pedagogies of EAL teaching and learning.

year: 2016

title: Profile descriptions of Quaternary basaltic volcanogenic soils of the Mount Gambier area, southeast South Australia

authors: Lowe, David J.

abstract: The volcanoes of southeast South Australia form the western extension of the Newer Volcanics province of Victoria, and comprise two distinct groups: a northern Pleistocene group of 15 eruption centres in the Mount Burr range, and a southern Holocene group of two isolated eruption centres at Mounts Gambier and Schank (Fig. 1). All the volcanoes are basaltic and are formed predominantly of explosively-erupted fragmental (pyroclastic) products including ash, lapilli, and scoria; lava is less common and is rarely soil-forming (Irving & Green, 1976; Sheard, 1978; 1983a, b; 1986; 1990). Mounts Gambier and Schank are aged about 4000-5000 years old and are the youngest volcanoes on the Australian mainland (Fig. 2) (Barton & McElhinny, 1980; Barbetti & Sheard, 1981; Blackburn et al., 1982; Sheard, 1990). They were erupted through consolidated calcareous sands of the Bridgewater Formation, and the resultant pyroclastic deposits may contain up to 25% of non-volcanic material, chiefly limestone fragments (Sheard, 1990).

text: Profile descriptions of Quaternary basaltic volcanogenic soils of the Mount Gambier area, southeast South Australia The volcanoes of southeast South Australia form the western extension of the Newer Volcanics province of Victoria, and comprise two distinct groups: a northern Pleistocene group of 15 eruption centres in the Mount Burr range, and a southern Holocene group of two isolated eruption centres at Mounts Gambier and Schank (Fig. 1). All the volcanoes are basaltic and are formed predominantly of explosively-erupted fragmental (pyroclastic) products including ash, lapilli, and scoria; lava is less common and is rarely soil-forming (Irving & Green, 1976; Sheard, 1978; 1983a, b; 1986; 1990). Mounts Gambier and Schank are aged about 4000-5000 years old and are the youngest volcanoes on the Australian mainland (Fig. 2) (Barton & McElhinny, 1980; Barbetti & Sheard, 1981; Blackburn et al., 1982; Sheard, 1990). They were erupted through consolidated calcareous sands of the Bridgewater Formation, and the resultant pyroclastic deposits may contain up to 25% of non-volcanic material, chiefly limestone fragments (Sheard, 1990).

year: 1992

title: An analysis of typical errors of young learners of te reo Maori

authors: Houia, Waldo

subjects: te reo Maori

abstract: In 1999, the New Zealand Ministry of Education commissioned the development of a draft proficiency test for learners of Māori in bilingual and immersion settings in Year 5 of schooling (aged 8 - 10). That test was, along with a range of survey materials, produced and piloted in a very short time - 13 weeks. Although it provided a starting point for further development of a proficiency battery, it did not prove sufficiently robust in itself to retain. What it did do, however, was provide a range of useful samples of the speaking and writing of Year 5 students (70 samples were collected from five different schools). These samples revealed a number of common errors, errors which were analysed and are discussed here.

text: An analysis of typical errors of young learners of te reo Maori In 1999, the New Zealand Ministry of Education commissioned the development of a draft proficiency test for learners of Māori in bilingual and immersion settings in Year 5 of schooling (aged 8 - 10). That test was, along with a range of survey materials, produced and piloted in a very short time - 13 weeks. Although it provided a starting point for further development of a proficiency battery, it did not prove sufficiently robust in itself to retain. What it did do, however, was provide a range of useful samples of the speaking and writing of Year 5 students (70 samples were collected from five different schools). These samples revealed a number of common errors, errors which were analysed and are discussed here.

year: 2002-02