title: French foreign language teacher training: the case of Liberian refugee teachers from the multicultural and multilingual Nicla refugee settlement, Guiglo, Côte d’Ivoire, West Africa

authors: Knightley, George Michael Cyrus

abstract: This study investigated challenges Liberian refugee trainees face during French as a Foreign Language (FFL) training at Nicla camp, Côte d’Ivoire. It attempts to understand the circumstances surrounding the FFL teachers’ training as well as to describe patterns of communication in FFL teachers’ multilingual and multicultural training classes. The trainees’ main motivation for joining the FFL training was to benefit from refugee resettlement program in developed French speaking countries. They preferred standard French and adopt French metropolitan culture. Thus, trainees, trainers and the organizers agreed to only using French during the training. The challenge was that most of trainees did not speak, read, write or understand French. For interpretation purposes, several Liberian languages were used in class. Multiculturalism and multilingualism in language has been a popular topic debated amongst linguist, activists and academics. The study helps to systematize all ideas and practices regarding the programme by investigating to what extent the FFL trainees’ linguistic and cultural origins influence French language training.

A descriptive mixed-method design methodology combining qualitative and quantitative approaches was used to collect data from ten Liberian refugee FFL teacher trainees using a questionnaire, individual interviews, focus group interviews, and the trainees’ textbook, Extra ! 2. Data was transcribed by UNHCR clerks. Results showed that (i) Liberian languages are used during FFL training and influence the programme; (ii) cultural differences between trainees’ culture and French culture demonstrate the existence of stereotypes and representations, which cause culture shocks to trainees; (iii) Extra ! 2, was not considered as a suitable textbook for the programme; (iv) poor recruitment process, training policy and practice in place, and poor implementation of the programme resulting from the lack of resources, funds, the non-existence of trainers’ training programme and development have had a negative impact on the training. 

The study found that improving training conditions, training trainers in the context of multiculturalism as well as accessing resources and funds could help trainers to work successfully with a multilingual trainees’ classroom. Extra ! 2, has no mention of trainees’ cultures or languages, which makes culture shock greater than it needed to be. A need to introduce a cross-cultural chapter in the programme or the use other FFL teacher training materials that talk about trainees’ cultures or Francophonie was demonstrated. There is also a need to review the current training program and to update it from time to time. Abandoning Extra ! 2 and using suitable FFL resources that respond to trainees’ need would benefit the programme. To respond to trainees’ needs and to improve the FFL teacher training programme at Nicla camp, funding is crucial. All parties also need an ongoing dedication to professional development.

Key recommendations include a need for funds, further engagement and accountability by UNHCR, its partners and donors in fully supporting the project.

text: French foreign language teacher training: the case of Liberian refugee teachers from the multicultural and multilingual Nicla refugee settlement, Guiglo, Côte d’Ivoire, West Africa This study investigated challenges Liberian refugee trainees face during French as a Foreign Language (FFL) training at Nicla camp, Côte d’Ivoire. It attempts to understand the circumstances surrounding the FFL teachers’ training as well as to describe patterns of communication in FFL teachers’ multilingual and multicultural training classes. The trainees’ main motivation for joining the FFL training was to benefit from refugee resettlement program in developed French speaking countries. They preferred standard French and adopt French metropolitan culture. Thus, trainees, trainers and the organizers agreed to only using French during the training. The challenge was that most of trainees did not speak, read, write or understand French. For interpretation purposes, several Liberian languages were used in class. Multiculturalism and multilingualism in language has been a popular topic debated amongst linguist, activists and academics. The study helps to systematize all ideas and practices regarding the programme by investigating to what extent the FFL trainees’ linguistic and cultural origins influence French language training.

A descriptive mixed-method design methodology combining qualitative and quantitative approaches was used to collect data from ten Liberian refugee FFL teacher trainees using a questionnaire, individual interviews, focus group interviews, and the trainees’ textbook, Extra ! 2. Data was transcribed by UNHCR clerks. Results showed that (i) Liberian languages are used during FFL training and influence the programme; (ii) cultural differences between trainees’ culture and French culture demonstrate the existence of stereotypes and representations, which cause culture shocks to trainees; (iii) Extra ! 2, was not considered as a suitable textbook for the programme; (iv) poor recruitment process, training policy and practice in place, and poor implementation of the programme resulting from the lack of resources, funds, the non-existence of trainers’ training programme and development have had a negative impact on the training. 

The study found that improving training conditions, training trainers in the context of multiculturalism as well as accessing resources and funds could help trainers to work successfully with a multilingual trainees’ classroom. Extra ! 2, has no mention of trainees’ cultures or languages, which makes culture shock greater than it needed to be. A need to introduce a cross-cultural chapter in the programme or the use other FFL teacher training materials that talk about trainees’ cultures or Francophonie was demonstrated. There is also a need to review the current training program and to update it from time to time. Abandoning Extra ! 2 and using suitable FFL resources that respond to trainees’ need would benefit the programme. To respond to trainees’ needs and to improve the FFL teacher training programme at Nicla camp, funding is crucial. All parties also need an ongoing dedication to professional development.

Key recommendations include a need for funds, further engagement and accountability by UNHCR, its partners and donors in fully supporting the project.

year: 2018

title: Assessment information utilisation from learning stories in New Zealand early childhood centres

authors: Fabian, Katalin

subjects: Early childhood assessment

abstract: This research provides an insight into early childhood teachers’ every day, real life experiences for current ECE assessment practices from a bottom up perspective using experienced early childhood teachers as the data source. The research investigated the ways teachers collected data for assessment purposes, the tools they used to document the information, the ways they utilised the assessment data from Learning Stories, and the challenges they were faced with during the process. The study invited participants from different types of centres from different areas of New Zealand. Five highly experienced early childhood teachers participated in the research from kindergartens and privately owned early learning centres. The study, which was grounded in a constructivist-interpretive paradigm, applied a phenomenological approach. The research utilised semi structured interviews as the main data collection method of a phenomenological research.
The findings indicated that assessment information from Learning Stories can be utilised in numerous ways. The study revealed interesting practical ideas of every day assessment practices for the profession. The research highlighted the complexity of the current assessment approach and the sophisticated nature of the Learning Story writing process. Teachers’ high level of data literacy skills, thorough understanding of data collection, documentation and data analysis processes were shown as fundamental factors in an effective assessment practice. The documentation and information sharing about children’s learning and behaviour difficulties through Learning Stories were identified as a problematic area of assessment information utilisation. Teachers’ Learning Story writing competencies and better utilisation of assessment information from Learning Stories for children with special learning needs were suggested to be avenues for further investigation in future research.

text: Assessment information utilisation from learning stories in New Zealand early childhood centres This research provides an insight into early childhood teachers’ every day, real life experiences for current ECE assessment practices from a bottom up perspective using experienced early childhood teachers as the data source. The research investigated the ways teachers collected data for assessment purposes, the tools they used to document the information, the ways they utilised the assessment data from Learning Stories, and the challenges they were faced with during the process. The study invited participants from different types of centres from different areas of New Zealand. Five highly experienced early childhood teachers participated in the research from kindergartens and privately owned early learning centres. The study, which was grounded in a constructivist-interpretive paradigm, applied a phenomenological approach. The research utilised semi structured interviews as the main data collection method of a phenomenological research.
The findings indicated that assessment information from Learning Stories can be utilised in numerous ways. The study revealed interesting practical ideas of every day assessment practices for the profession. The research highlighted the complexity of the current assessment approach and the sophisticated nature of the Learning Story writing process. Teachers’ high level of data literacy skills, thorough understanding of data collection, documentation and data analysis processes were shown as fundamental factors in an effective assessment practice. The documentation and information sharing about children’s learning and behaviour difficulties through Learning Stories were identified as a problematic area of assessment information utilisation. Teachers’ Learning Story writing competencies and better utilisation of assessment information from Learning Stories for children with special learning needs were suggested to be avenues for further investigation in future research.

year: 2021

title: Cultural identity and academic achievement among Māori undergraduate university students

authors: Bennett, Simon T.

subjects: Maori

abstract: Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

text: Cultural identity and academic achievement among Māori undergraduate university students Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

year: 2003