title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013

title: Positioning historical trauma theory within Aotearoa New Zealand

authors: Pihama, Leonie

abstract: This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

text: Positioning historical trauma theory within Aotearoa New Zealand This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

year: 2014

title: Development and Characterisation of Plasmonic Devices for Sensing Applications

authors: Sedoglavich, Nemanya

subjects: Plasmonic

abstract: In recent years, discoveries and advances that utilise nano-scale (10^-9m) structures and associated phenomena have led to a number of entirely new areas of research in the fields of physics, chemistry, biology, and materials science. The photonic field of plasmonics is the study of light interaction with nanometer-scaled metal-dielectric features, which gives rise to a variety of phenomena, including surface plasmon resonance, localised surface plasmon resonance, and metal enhanced fluorescence. The focus of this thesis is on the development and characterisation of nanophotonic devices, which utilise plasmonic phenomena and have potential for sensor applications.
During the course of this research a surface plasmon resonance analysis platform was devised, which utilises the gold grating of commercially available compact disks as the sensing substrate. This measurement method offers a high resolution refractive index analysis of gases and surface chemistry and is capable of analysing a large number of samples by scanning over the entire disk surface. The system implements a method of phase-polarisation contrast to improve the sensing performance. It enhances signal detection through redistributing the residual p-polarised waves, which have been strongly absorbed by the surface plasmon resonance substrate/sensor. This effectively lowers the reflected light intensity at the surface plasmon resonance minimum. The scheme results in the deepening of the intensity minimum to below 3.5% reflection and the enhancement of resonance to non-resonance contrast by up to 14 times, and thereby increasing sensitivity.
A range of new nanophotonic structures have been modelled, developed, fabricated, and characterised, which we call wavelength and polarisation selective polariton generators (SPGs). These polarisation-sensitive structures combine a tuneable plasmon resonator and a subwavelength aperture to selectively generate and transmit polaritons of a desired wavelength through a central nanohole. Individual SPGs permit modulation of transmission intensity, with calculated enhanced optical transmission (ratio of output to input flux) of up to 10 and up to 4-fold measured amplitude modulation. The paired SPGs gave rise to multiple spectrally discrete transmission peaks which, when modulated, provide a multi-state operation in a single device. The measured amplitude modulation was up to 10-fold. For the linearly continuous SPG, by controlling the polarisation as a tuning variable, it selectively generated and transported polaritons of a desired wavelength. It exhibited a spectral shift of 40 nm over the full range of polarisation angles. The modelled enhanced optical transmission was calculated to be up to 17.2. An instrument was developed for measuring and characterising light transmission through single nanoholes, nanohole arrays, and other complex structures. The operational characteristics of these elements show close agreement between model predictions and experimental data. It also demonstrates new designs of plasmonic structures which utilise selective behaviour based on the polarisation of incident light.

text: Development and Characterisation of Plasmonic Devices for Sensing Applications In recent years, discoveries and advances that utilise nano-scale (10^-9m) structures and associated phenomena have led to a number of entirely new areas of research in the fields of physics, chemistry, biology, and materials science. The photonic field of plasmonics is the study of light interaction with nanometer-scaled metal-dielectric features, which gives rise to a variety of phenomena, including surface plasmon resonance, localised surface plasmon resonance, and metal enhanced fluorescence. The focus of this thesis is on the development and characterisation of nanophotonic devices, which utilise plasmonic phenomena and have potential for sensor applications.
During the course of this research a surface plasmon resonance analysis platform was devised, which utilises the gold grating of commercially available compact disks as the sensing substrate. This measurement method offers a high resolution refractive index analysis of gases and surface chemistry and is capable of analysing a large number of samples by scanning over the entire disk surface. The system implements a method of phase-polarisation contrast to improve the sensing performance. It enhances signal detection through redistributing the residual p-polarised waves, which have been strongly absorbed by the surface plasmon resonance substrate/sensor. This effectively lowers the reflected light intensity at the surface plasmon resonance minimum. The scheme results in the deepening of the intensity minimum to below 3.5% reflection and the enhancement of resonance to non-resonance contrast by up to 14 times, and thereby increasing sensitivity.
A range of new nanophotonic structures have been modelled, developed, fabricated, and characterised, which we call wavelength and polarisation selective polariton generators (SPGs). These polarisation-sensitive structures combine a tuneable plasmon resonator and a subwavelength aperture to selectively generate and transmit polaritons of a desired wavelength through a central nanohole. Individual SPGs permit modulation of transmission intensity, with calculated enhanced optical transmission (ratio of output to input flux) of up to 10 and up to 4-fold measured amplitude modulation. The paired SPGs gave rise to multiple spectrally discrete transmission peaks which, when modulated, provide a multi-state operation in a single device. The measured amplitude modulation was up to 10-fold. For the linearly continuous SPG, by controlling the polarisation as a tuning variable, it selectively generated and transported polaritons of a desired wavelength. It exhibited a spectral shift of 40 nm over the full range of polarisation angles. The modelled enhanced optical transmission was calculated to be up to 17.2. An instrument was developed for measuring and characterising light transmission through single nanoholes, nanohole arrays, and other complex structures. The operational characteristics of these elements show close agreement between model predictions and experimental data. It also demonstrates new designs of plasmonic structures which utilise selective behaviour based on the polarisation of incident light.

year: 2009