title: Understanding second language acquisition in relation to intentionality, epistemology and cognitive processes in an academic context: A realist perspective

authors: Jeong, Hyeseung

subjects: second language acquisition

abstract: This study investigated the nature of the second language acquisition (SLA) of eight international PhD students that occurred as they undertook the literature review when planning their doctoral research projects at a New Zealand university. While the social, cultural approaches have been seen as broadening the field of SLA by introducing diverse epistemologies (Ortega, 2012), their conceptions of the mind and cognition of the second language speaker as a social product, and of SLA as the outcome of social processes (see Atkinson, 2011a), appear to be problematic in terms of understanding the central mechanisms of SLA. This study addresses this issue by explicating the mind and cognition of the participants and their SLA from a phenomenological realist perspective. 

Central to the theoretical framework for the study are Husserl’s (1970) realist ontology and epistemology, Widdowson’s (1983, 1990) theory of language learning through the negotiation of meaning and Bruce’s (2008a) identification of extra-linguistic and linguistic areas of genre knowledge in an English-medium academic context while developing their literature reviews (LR). Interpretative phenomenological analysis (Smith, Flowers & Larkin, 2009) was used as the overarching methodology to investigate the ontology of the participants, their epistemological processing, and their acquisition of academic English. This involved analysing monthly interviews with individual participants and supplementary data collected during a six-month conditional enrolment period. In addition, an analysis of the actual LR texts of five participants was undertaken to examine the textual outcomes of the LR process. This analysis focused, in particular, on genre knowledge and logicality as critical elements of the academic competence that the participants were engaged in developing. 

The findings of the study suggest that intentionality as a cognitive process was what enabled the participants to engage with social processes in the course of their SLA. Thought and language, as two separate entities in the knowledge of the participants, seemed to interact hierarchically in the process of undertaking the LR. Their SLA seemed to occur through this hierarchical thought-language operation, which involved participants drawing on and using new linguistic and procedural resources to express their thought. In addition, the thought of the participants seemed not to be constrained or regulated by linguistic and rhetorical systems (either from their first language or English). Rather, in their efforts to engage with disciplinary knowledge when processing and communicating the meaning of academic texts intended by the authors, participants went beyond such cultural frames. Significantly, this meaning-uncovering intentionality appeared to facilitate parallel SLA. While advice and feedback from other members of their particular community appeared to be important to their SLA, it was not evident that social interaction was the central, facilitative process. Moreover, the overall findings of the study suggest a need to expand the scope of what constitutes SLA in academic contexts. That is, developing competence in using academic English appeared to involve not only the acquisition of linguistic resources, but also developing extra-linguistic genre knowledge that ensures textual coherence, in order to communicate intended thought including logicality and criticality successfully.

text: Understanding second language acquisition in relation to intentionality, epistemology and cognitive processes in an academic context: A realist perspective This study investigated the nature of the second language acquisition (SLA) of eight international PhD students that occurred as they undertook the literature review when planning their doctoral research projects at a New Zealand university. While the social, cultural approaches have been seen as broadening the field of SLA by introducing diverse epistemologies (Ortega, 2012), their conceptions of the mind and cognition of the second language speaker as a social product, and of SLA as the outcome of social processes (see Atkinson, 2011a), appear to be problematic in terms of understanding the central mechanisms of SLA. This study addresses this issue by explicating the mind and cognition of the participants and their SLA from a phenomenological realist perspective. 

Central to the theoretical framework for the study are Husserl’s (1970) realist ontology and epistemology, Widdowson’s (1983, 1990) theory of language learning through the negotiation of meaning and Bruce’s (2008a) identification of extra-linguistic and linguistic areas of genre knowledge in an English-medium academic context while developing their literature reviews (LR). Interpretative phenomenological analysis (Smith, Flowers & Larkin, 2009) was used as the overarching methodology to investigate the ontology of the participants, their epistemological processing, and their acquisition of academic English. This involved analysing monthly interviews with individual participants and supplementary data collected during a six-month conditional enrolment period. In addition, an analysis of the actual LR texts of five participants was undertaken to examine the textual outcomes of the LR process. This analysis focused, in particular, on genre knowledge and logicality as critical elements of the academic competence that the participants were engaged in developing. 

The findings of the study suggest that intentionality as a cognitive process was what enabled the participants to engage with social processes in the course of their SLA. Thought and language, as two separate entities in the knowledge of the participants, seemed to interact hierarchically in the process of undertaking the LR. Their SLA seemed to occur through this hierarchical thought-language operation, which involved participants drawing on and using new linguistic and procedural resources to express their thought. In addition, the thought of the participants seemed not to be constrained or regulated by linguistic and rhetorical systems (either from their first language or English). Rather, in their efforts to engage with disciplinary knowledge when processing and communicating the meaning of academic texts intended by the authors, participants went beyond such cultural frames. Significantly, this meaning-uncovering intentionality appeared to facilitate parallel SLA. While advice and feedback from other members of their particular community appeared to be important to their SLA, it was not evident that social interaction was the central, facilitative process. Moreover, the overall findings of the study suggest a need to expand the scope of what constitutes SLA in academic contexts. That is, developing competence in using academic English appeared to involve not only the acquisition of linguistic resources, but also developing extra-linguistic genre knowledge that ensures textual coherence, in order to communicate intended thought including logicality and criticality successfully.

year: 2014

title: Anaerobic transformation of halocarboxylic acids and phenolic compounds by photosynthetic bacteria

authors: McGrath, Jason Edward

abstract: The ability of photosynthetic bacteria to transform phenolic compounds and halocarboxylic acids under photoheterotrophic growth conditions was assessed and studied. 
Attempts to isolate strains of phototrophic bacteria capable of degrading phenolic compounds yielded a strain of the purple nonsulfur bacteria species Rhodopseudomonas palustris. The isolated strain showed growth to a high cell density on phenol, although this may have been in conjunction with a sulfate reducing bacteria. Certain type strains of purple nonsulfur bacteria were able to grow on phenol and a small number of substituted phenols. Rhodospirillum rubrum DSM 467 showed growth to a high cell density on the pesticide 2,4- dinitrophenol at a concentration of 1.5 mM. The initial step in the degradation was shown to be a reduction of the ortho-nitro group to an amino group, transforming the compound to 2-amino-4-nitrophenol. 

A number of purple nonsulfur bacteria type strains were reported for the first time to utilise halocarboxylic acids for photoheterotrophic growth. Growth rates and optimum growth concentrations increased when cells were previously adapted for growth on the halocarboxylic acid substrates. Collectively, the purple nonsulfur bacteria can grow at the expense of brominated, chlorinated, and fluorinated acetic and propionic acids. The mechanism of degradation was shown to be via reductive dehalogenation. The results suggest that the purple nonsulfur bacteria may play a significant role in the transformation of phenolic and halogenated compounds in anaerobic sediments, particularly in cases of heavy contamination where the ability of these bacteria to grow on high concentrations of these compounds could allow them to proliferate.

text: Anaerobic transformation of halocarboxylic acids and phenolic compounds by photosynthetic bacteria The ability of photosynthetic bacteria to transform phenolic compounds and halocarboxylic acids under photoheterotrophic growth conditions was assessed and studied. 
Attempts to isolate strains of phototrophic bacteria capable of degrading phenolic compounds yielded a strain of the purple nonsulfur bacteria species Rhodopseudomonas palustris. The isolated strain showed growth to a high cell density on phenol, although this may have been in conjunction with a sulfate reducing bacteria. Certain type strains of purple nonsulfur bacteria were able to grow on phenol and a small number of substituted phenols. Rhodospirillum rubrum DSM 467 showed growth to a high cell density on the pesticide 2,4- dinitrophenol at a concentration of 1.5 mM. The initial step in the degradation was shown to be a reduction of the ortho-nitro group to an amino group, transforming the compound to 2-amino-4-nitrophenol. 

A number of purple nonsulfur bacteria type strains were reported for the first time to utilise halocarboxylic acids for photoheterotrophic growth. Growth rates and optimum growth concentrations increased when cells were previously adapted for growth on the halocarboxylic acid substrates. Collectively, the purple nonsulfur bacteria can grow at the expense of brominated, chlorinated, and fluorinated acetic and propionic acids. The mechanism of degradation was shown to be via reductive dehalogenation. The results suggest that the purple nonsulfur bacteria may play a significant role in the transformation of phenolic and halogenated compounds in anaerobic sediments, particularly in cases of heavy contamination where the ability of these bacteria to grow on high concentrations of these compounds could allow them to proliferate.

year: 2000

title: Whāingaroa/Raglan and positive youth development - Community-driven youth support in Whāingaroa: A case study of the Whāingaroa Youth Work Collective

authors: Semeraro, Gianluca

abstract: This research explores the development and impact of community-driven youth support in Whāingaroa, a rural community in Aotearoa/New Zealand, through an in-depth examination of a local youth work collective. By employing a qualitative, participatory research methodology, the study investigates the complex dynamics of youth empowerment, community engagement, and cultural responsiveness within a unique local context.

The study traces the evolution of the Whāingaroa Youth Work Collective (WYWC) from its inception to its status as a structured community organization. Data collection spanned two years, encompassing six WYWC collective meetings and three focus groups with key collective members. Through ethnographic observations and collaborative research methods, the study illuminates the processes of youth development and community support emerging from grassroots, volunteer-driven initiatives. Thematic analysis was employed to analyse the data, which was categorized into two primary themes: (1) the collective's purpose and operational methodology, and (2) necessary future steps to address gaps in local youth support. These themes were analysed in relation to two research questions:

•	How can Whāingaroa/Raglan services support youth at a community-based level?
•	What initiatives could be implemented to foster positive youth development in the future?

The findings are presented in two main sections. The first examines the collective's strategy, operational framework and current initiatives demonstrating the effectiveness of locally-based youth support. The second explores the collective's aspirations for future initiatives, specifically focusing on two key proposals: establishing a full-time youth connector position and developing a community youth hub.

 Key findings demonstrate the transformative potential of volunteer-driven, culturally responsive youth support strategies. The research highlights the importance of contextual understanding, community ownership, and holistic approaches to youth development. Particularly significant is the model's ability to navigate the bicultural landscape of Aotearoa, providing a nuanced approach that respects both indigenous and contemporary cultural frameworks.

Theoretically grounded in Positive Youth Development (PYD) frameworks and indigenous cultural perspectives, the research bridges Western psychological approaches with local cultural understanding. The study reveals how a community-centric model of youth support can effectively address the complex needs of rural youth, emphasizing cultural identity, collective empowerment, and local knowledge.

The study contributes to broader discussions on youth support, community development, and cultural resilience. It challenges traditional, standardized intervention models by showcasing the effectiveness of locally embedded, flexible support strategies. The research provides valuable insights for community organizations, policymakers, educational institutions, and social service providers seeking innovative approaches to youth engagement.
Further, the findings offer a replicable framework for understanding and supporting youth development in rural contexts, with broader implications for community support strategies that prioritize local knowledge, cultural responsiveness, and collective empowerment.

Ultimately, the research presents a compelling argument for understanding youth development as a collaborative, contextually embedded process. It demonstrates that meaningful community support emerges from within, driven by local aspirations, cultural understanding, and collective investment in young people's potential.

text: Whāingaroa/Raglan and positive youth development - Community-driven youth support in Whāingaroa: A case study of the Whāingaroa Youth Work Collective This research explores the development and impact of community-driven youth support in Whāingaroa, a rural community in Aotearoa/New Zealand, through an in-depth examination of a local youth work collective. By employing a qualitative, participatory research methodology, the study investigates the complex dynamics of youth empowerment, community engagement, and cultural responsiveness within a unique local context.

The study traces the evolution of the Whāingaroa Youth Work Collective (WYWC) from its inception to its status as a structured community organization. Data collection spanned two years, encompassing six WYWC collective meetings and three focus groups with key collective members. Through ethnographic observations and collaborative research methods, the study illuminates the processes of youth development and community support emerging from grassroots, volunteer-driven initiatives. Thematic analysis was employed to analyse the data, which was categorized into two primary themes: (1) the collective's purpose and operational methodology, and (2) necessary future steps to address gaps in local youth support. These themes were analysed in relation to two research questions:

•	How can Whāingaroa/Raglan services support youth at a community-based level?
•	What initiatives could be implemented to foster positive youth development in the future?

The findings are presented in two main sections. The first examines the collective's strategy, operational framework and current initiatives demonstrating the effectiveness of locally-based youth support. The second explores the collective's aspirations for future initiatives, specifically focusing on two key proposals: establishing a full-time youth connector position and developing a community youth hub.

 Key findings demonstrate the transformative potential of volunteer-driven, culturally responsive youth support strategies. The research highlights the importance of contextual understanding, community ownership, and holistic approaches to youth development. Particularly significant is the model's ability to navigate the bicultural landscape of Aotearoa, providing a nuanced approach that respects both indigenous and contemporary cultural frameworks.

Theoretically grounded in Positive Youth Development (PYD) frameworks and indigenous cultural perspectives, the research bridges Western psychological approaches with local cultural understanding. The study reveals how a community-centric model of youth support can effectively address the complex needs of rural youth, emphasizing cultural identity, collective empowerment, and local knowledge.

The study contributes to broader discussions on youth support, community development, and cultural resilience. It challenges traditional, standardized intervention models by showcasing the effectiveness of locally embedded, flexible support strategies. The research provides valuable insights for community organizations, policymakers, educational institutions, and social service providers seeking innovative approaches to youth engagement.
Further, the findings offer a replicable framework for understanding and supporting youth development in rural contexts, with broader implications for community support strategies that prioritize local knowledge, cultural responsiveness, and collective empowerment.

Ultimately, the research presents a compelling argument for understanding youth development as a collaborative, contextually embedded process. It demonstrates that meaningful community support emerges from within, driven by local aspirations, cultural understanding, and collective investment in young people's potential.

year: 2025