title: Changes in social security eligibility and the international mobility of New Zealand citizens in Australia

authors: Poot, Jacques

subjects: international migration

abstract: This paper is concerned with the international mobility of New Zealanders who migrate to Australia. One in ten New Zealand citizens lives in Australia and their settlement and subsequent mobility is important from demographic, socio-economic and policy perspectives in both countries. Using a unique longitudinal dataset on New Zealand citizens arriving for a stay of 12 months or longer between 1 August 1999 and 31 July 2002, we track all subsequent moves of these migrants out of and back into Australia, up to July 2005. This allows us to assess the impact of the removal of labour market-related social security eligibility and some other policy changes affecting New Zealand migrants to Australia, implemented between February and June 2001. United Kingdom migrants to Australia, who were not affected by the policy changes, provide a ‘control group’.

Using hazard models, we find that the policy changes increased the probability of remigration from Australia among those who had intended to settle permanently. Competing risk models suggested no difference between the impact of the policy changes on onward or return moves. Settlers arriving after the policy changes spend less time Australia and make more trips away than earlier migrants.

text: Changes in social security eligibility and the international mobility of New Zealand citizens in Australia This paper is concerned with the international mobility of New Zealanders who migrate to Australia. One in ten New Zealand citizens lives in Australia and their settlement and subsequent mobility is important from demographic, socio-economic and policy perspectives in both countries. Using a unique longitudinal dataset on New Zealand citizens arriving for a stay of 12 months or longer between 1 August 1999 and 31 July 2002, we track all subsequent moves of these migrants out of and back into Australia, up to July 2005. This allows us to assess the impact of the removal of labour market-related social security eligibility and some other policy changes affecting New Zealand migrants to Australia, implemented between February and June 2001. United Kingdom migrants to Australia, who were not affected by the policy changes, provide a ‘control group’.

Using hazard models, we find that the policy changes increased the probability of remigration from Australia among those who had intended to settle permanently. Competing risk models suggested no difference between the impact of the policy changes on onward or return moves. Settlers arriving after the policy changes spend less time Australia and make more trips away than earlier migrants.

year: 2007-06

title: The Role of Children's Literature in the Teaching of English to Young Learners in Taiwan

authors: Yu Chang, Jui-Fang

subjects: role of children's literature

abstract: Teachers of young learners of English in Taiwan are often encouraged to use children's literature in their teaching. My overall aims in this research project were to find out:

 	whether there is any agreement about the meaning of the term 'children's literature', particularly among those who recommend its use in the teaching of English to young learners in Taiwan;
 	what types of teaching materials and resources teachers of English to young learners in Taiwan claim to use and to value, and what types of teaching materials and resources they actually use, and how they use them;
 	how a sample of textbooks, guided readers and popular children's literature commonly used by teachers of young learners in Taiwan rate when considered in relation to a range of criteria derived from a critical review of writing on children's literature and, in particular, 'good' children's literature.

There is considerable disagreement about what constitutes children's literature and, in particular, 'good' children's literature. Furthermore, although many writers claim that children's literature, particularly narrative, can contribute to children's social, cognitive and linguistic development, very little appears to have been written about the problems that can be associated with using literature designed for first language speakers in the foreign language classroom (Chapter 2). 

Although over half of respondents to a questionnaire for teachers of young learners in Taiwan (256 returns) indicated that they used story books in their classes at least once a week, some indicated that they never used them (Chapter 3). Furthermore, in 23 observed lessons taught in primary schools in Taiwan, children's literature featured only once. On that occasion, the book selected was used as supplementary material. It was not thematically linked to the main part of the lesson. Analysis of its language revealed considerable linguistic complexity, something that helped to explain the lack of any positive learner response to it. Although every one of 10 observed lessons taught to children (aged 7 on average) in a cram school in Taiwan made use of children's literature in some form, the difficulties the teacher and the learners had in relation to the texts seemed to outweigh any advantages associated with their inclusion (Chapter 4).

A sample of texts from English textbooks commonly used in Taiwan was analyzed and found to be largely made up of artificial dialogue snippets that had no genuine communicative purpose or imaginative interest (Chapter 5). A sample of graded readers commonly used in Taiwanese primary schools (designed primarily for speakers of English as a first language) was found to be culturally and linguistically inappropriate, the language being stilted and often, from the perspective of young learners in Asia, extremely complex, and the content being dated and often confusing (Chapter 6). The analysis of a sample of children's literature that is very popular in Taiwan also revealed problems relating to the level and complexity of the language (Chapter 7). 

My overall conclusion (Chapter 8) is that the use of literature designed primarily for first language speakers of English in teaching English to young learners may have little positive impact on learning, particularly where it is selected and used inappropriately. Nevertheless, there is much that those who design materials for use in language teaching, in Taiwan and elsewhere, can learn from children's literature.

text: The Role of Children's Literature in the Teaching of English to Young Learners in Taiwan Teachers of young learners of English in Taiwan are often encouraged to use children's literature in their teaching. My overall aims in this research project were to find out:

 	whether there is any agreement about the meaning of the term 'children's literature', particularly among those who recommend its use in the teaching of English to young learners in Taiwan;
 	what types of teaching materials and resources teachers of English to young learners in Taiwan claim to use and to value, and what types of teaching materials and resources they actually use, and how they use them;
 	how a sample of textbooks, guided readers and popular children's literature commonly used by teachers of young learners in Taiwan rate when considered in relation to a range of criteria derived from a critical review of writing on children's literature and, in particular, 'good' children's literature.

There is considerable disagreement about what constitutes children's literature and, in particular, 'good' children's literature. Furthermore, although many writers claim that children's literature, particularly narrative, can contribute to children's social, cognitive and linguistic development, very little appears to have been written about the problems that can be associated with using literature designed for first language speakers in the foreign language classroom (Chapter 2). 

Although over half of respondents to a questionnaire for teachers of young learners in Taiwan (256 returns) indicated that they used story books in their classes at least once a week, some indicated that they never used them (Chapter 3). Furthermore, in 23 observed lessons taught in primary schools in Taiwan, children's literature featured only once. On that occasion, the book selected was used as supplementary material. It was not thematically linked to the main part of the lesson. Analysis of its language revealed considerable linguistic complexity, something that helped to explain the lack of any positive learner response to it. Although every one of 10 observed lessons taught to children (aged 7 on average) in a cram school in Taiwan made use of children's literature in some form, the difficulties the teacher and the learners had in relation to the texts seemed to outweigh any advantages associated with their inclusion (Chapter 4).

A sample of texts from English textbooks commonly used in Taiwan was analyzed and found to be largely made up of artificial dialogue snippets that had no genuine communicative purpose or imaginative interest (Chapter 5). A sample of graded readers commonly used in Taiwanese primary schools (designed primarily for speakers of English as a first language) was found to be culturally and linguistically inappropriate, the language being stilted and often, from the perspective of young learners in Asia, extremely complex, and the content being dated and often confusing (Chapter 6). The analysis of a sample of children's literature that is very popular in Taiwan also revealed problems relating to the level and complexity of the language (Chapter 7). 

My overall conclusion (Chapter 8) is that the use of literature designed primarily for first language speakers of English in teaching English to young learners may have little positive impact on learning, particularly where it is selected and used inappropriately. Nevertheless, there is much that those who design materials for use in language teaching, in Taiwan and elsewhere, can learn from children's literature.

year: 2007

title: The rhetorical organisation of Maori discourse: An illustration

authors: Crombie, Winifred

subjects: Māori medium education

abstract: Almost 20% all Māori students in New Zealand schools are involved in some form of Māori-medium education. These students need to develop competence in using the language for a wide range of purposes. They need, therefore, to understand a range of written discourse conventions. In seeking to assist them in this task, elders and scholars are turning to the works of major Māori figures of the past, works composed when the language was used widely in a range of discourse contexts. However, scholars need ways of analysing these texts and of communicating their findings to others. The primary aim of this paper is to demonstrate one such approach. A single letter of condolence written in Māori is analysed here in terms of rhetorical discourse structure. On the basis of the analysis, a number of hypotheses concerning epistolary discourse in Māori are put forward. The primary hypothesis is that letters of condolence written in Māori by highly competent users of the language are likely to be characterized by an overall Problem-Solution rhetorical prototype involving spiral multilayering.

text: The rhetorical organisation of Maori discourse: An illustration Almost 20% all Māori students in New Zealand schools are involved in some form of Māori-medium education. These students need to develop competence in using the language for a wide range of purposes. They need, therefore, to understand a range of written discourse conventions. In seeking to assist them in this task, elders and scholars are turning to the works of major Māori figures of the past, works composed when the language was used widely in a range of discourse contexts. However, scholars need ways of analysing these texts and of communicating their findings to others. The primary aim of this paper is to demonstrate one such approach. A single letter of condolence written in Māori is analysed here in terms of rhetorical discourse structure. On the basis of the analysis, a number of hypotheses concerning epistolary discourse in Māori are put forward. The primary hypothesis is that letters of condolence written in Māori by highly competent users of the language are likely to be characterized by an overall Problem-Solution rhetorical prototype involving spiral multilayering.

year: 2001-02