title: Viewing the world through a wider lens: Māori and council planning documents

authors: Kennedy, Nathan

subjects: New Zealand

abstract: My effort to convey an iwi perspective on environmental resource management - what we call kaitiakitanga – should highlight for new planners about to enter the profession that the environmental perspectives of hapū  and iwi (which are provided for in the RMA), are currently not well covered in either mainstream local government planning or education.

text: Viewing the world through a wider lens: Māori and council planning documents My effort to convey an iwi perspective on environmental resource management - what we call kaitiakitanga – should highlight for new planners about to enter the profession that the environmental perspectives of hapū  and iwi (which are provided for in the RMA), are currently not well covered in either mainstream local government planning or education.

year: 2008-07-30

title: Addressing diversity: Race, ethnicity, and culture in the classroom

authors: Bishop, Russell

subjects: New Zealand

abstract: The widely accepted educational goals for Maori, established at the first Hui Taumata Matauranga held in 2001, are that Maori ought to be able to live as Maori, actively participate as citizens of the world, and enjoy both good health and high standards of living (Durie, 2001). Together with the government goals of equipping learners with twenty-first century skills and reducing systemic underachievement in education, these goals inform the new 2008-2012 Maoni Education Strategy, Ka Hikitia Managing for Success (Ministry of Education, 2007), which has as its main strategic outcome: Maori students enjoying education success as Maori. Within this frame, there are four student outcomes for Maori: learning to learn, making a distinctive cultural contribution, contributing to Te Ao Maori, and contributing to Aotearoa/New Zealand and the world.

text: Addressing diversity: Race, ethnicity, and culture in the classroom The widely accepted educational goals for Maori, established at the first Hui Taumata Matauranga held in 2001, are that Maori ought to be able to live as Maori, actively participate as citizens of the world, and enjoy both good health and high standards of living (Durie, 2001). Together with the government goals of equipping learners with twenty-first century skills and reducing systemic underachievement in education, these goals inform the new 2008-2012 Maoni Education Strategy, Ka Hikitia Managing for Success (Ministry of Education, 2007), which has as its main strategic outcome: Maori students enjoying education success as Maori. Within this frame, there are four student outcomes for Maori: learning to learn, making a distinctive cultural contribution, contributing to Te Ao Maori, and contributing to Aotearoa/New Zealand and the world.

year: 2009

title: Plurilingualism in University English Classes: A Case Study from Timor-Leste

authors: Barnard, Roger

abstract: Codeswitching between languages in English language classrooms has been disparaged by textbook writers, methodologists and educational policymakers in many countries.
This paper reports an action research project which examined language use in English classes in Timor-Leste. The first aim was to identify the extent of codeswitching by audio-recording four lessons and the second to explore the teachers’ attitudes in follow-up interviews.
Transcript examples of codeswitching show that while one teacher used only English throughout the lesson, the others used varying amounts of Tetum, Portuguese, and Bahasa Indonesia. Extracts from interviews will report the teachers’ views.
The data suggests that plurilingualism rather than multilingualism is a more appropriate term for the use of different languages in the increasingly complex linguistic context in which English is taught in many Asian classrooms. The findings also support recent published arguments (e.g., Cook, 2010) for a more positive attitude towards plurilingual use in English language classrooms.

text: Plurilingualism in University English Classes: A Case Study from Timor-Leste Codeswitching between languages in English language classrooms has been disparaged by textbook writers, methodologists and educational policymakers in many countries.
This paper reports an action research project which examined language use in English classes in Timor-Leste. The first aim was to identify the extent of codeswitching by audio-recording four lessons and the second to explore the teachers’ attitudes in follow-up interviews.
Transcript examples of codeswitching show that while one teacher used only English throughout the lesson, the others used varying amounts of Tetum, Portuguese, and Bahasa Indonesia. Extracts from interviews will report the teachers’ views.
The data suggests that plurilingualism rather than multilingualism is a more appropriate term for the use of different languages in the increasingly complex linguistic context in which English is taught in many Asian classrooms. The findings also support recent published arguments (e.g., Cook, 2010) for a more positive attitude towards plurilingual use in English language classrooms.

year: 2011