title: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design

authors: Johnson, Diane

subjects: Māori language teaching

abstract: A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

text: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

year: 2005

title: Indigenous languages shaping multi-lingual interfaces

authors: Keegan, Te Taka Adrian Gregory

subjects: computer science

abstract: This paper reports on an investigation into the indigenous language usage of two bilingual/multilingual digital libraries. Results show that the indigenous language was significantly used by clients and indicate why clients chose to use the indigenous language. Feedback from clients has suggested how the interface should be improved to assist both indigenous and non-indigenous language usage. These results serve as an example of how indigenous languages are shaping multilingual interfaces.

text: Indigenous languages shaping multi-lingual interfaces This paper reports on an investigation into the indigenous language usage of two bilingual/multilingual digital libraries. Results show that the indigenous language was significantly used by clients and indicate why clients chose to use the indigenous language. Feedback from clients has suggested how the interface should be improved to assist both indigenous and non-indigenous language usage. These results serve as an example of how indigenous languages are shaping multilingual interfaces.

year: 2008

title: Empire in waves: A political history of surfing by Scott Laderman [Book review]

authors: Hokowhitu, Brendan

abstract: This article reviews the book “Empire in waves: A political history of surfing by Scott Laderman”, by Scott Laderman.

text: Empire in waves: A political history of surfing by Scott Laderman [Book review] This article reviews the book “Empire in waves: A political history of surfing by Scott Laderman”, by Scott Laderman.

year: 2016