title: Language-as-resource: Language strategies used by New Zealand teachers working in an international multilingual setting

authors: Daly, Nicola

abstract: Research indicates that teachers can face challenges in knowing how to support language learners because they often have minimal training in teaching language learners in mainstream contexts (Martin, 2004; Sharma et al., 2011) and may consider language learners using their home language as detrimental to their learning (Franken & McComish, 2003; Mady & Garbarti, 2014; Planas & Setati-Phakeng, 2014; Winsor, 2007). In this article seven volunteer New Zealand teacher participants in a programme to support teachers with no formal teacher education in India are interviewed concerning the strategies used and observed with Indian colleagues when delivering a teacher support programme. The New Zealand teacher participants' reflections evidenced an awareness of the affordances, complexities, and limitations of translation in a multilingual educational setting where the medium of instruction is not the home language of class members. The teachers reported using and observing a range of strategies used to maximise communication in the multilingual setting, including translation, encouraging the use of home languages, using code switching, as well as using paralinguistic cues. Future research concerning the Indian teachers' perceptions of these strategies is suggested.

text: Language-as-resource: Language strategies used by New Zealand teachers working in an international multilingual setting Research indicates that teachers can face challenges in knowing how to support language learners because they often have minimal training in teaching language learners in mainstream contexts (Martin, 2004; Sharma et al., 2011) and may consider language learners using their home language as detrimental to their learning (Franken & McComish, 2003; Mady & Garbarti, 2014; Planas & Setati-Phakeng, 2014; Winsor, 2007). In this article seven volunteer New Zealand teacher participants in a programme to support teachers with no formal teacher education in India are interviewed concerning the strategies used and observed with Indian colleagues when delivering a teacher support programme. The New Zealand teacher participants' reflections evidenced an awareness of the affordances, complexities, and limitations of translation in a multilingual educational setting where the medium of instruction is not the home language of class members. The teachers reported using and observing a range of strategies used to maximise communication in the multilingual setting, including translation, encouraging the use of home languages, using code switching, as well as using paralinguistic cues. Future research concerning the Indian teachers' perceptions of these strategies is suggested.

year: 2018

title: Prospectors’ working lives in general and at Te Aroha in particular

authors: Hart, Philip

abstract: The lure of gold attracted some men to suffer hardship in the hope of making their fortune by discovering a rich deposit. Prospecting was a skilled occupation, requiring an understanding of geology that many hopefuls lacked, and as the easy discoveries had been made by the twentieth century required increasingly systematic and scientific work. Although many who believed in the romance of gold hunting argued that prospectors were born not made, the amateurs often failed to understand what they discovered. Many examples can be given of enthusiastic but incompetent prospectors, who hastily marked out ground but equally hastily abandoned it once tests had proved any ore found was unpayable. 
Some men preferred the life of the prospector to that of the miner, feeling themselves free to come and go and always seeking a new find; it has been argued that for some the search was more important than the financial reward. The search involved very hard work tracing outcrops and reefs through burning the heavy bush or following streams or even probing for the lode with gum spears. When old workings existed, these would be checked as well. Samples had to be taken for later testing. Working far away from families and supplies was difficult and dangerous, requiring carrying heavy packs in usually rugged areas with few tracks and working in any weather. As an example of prospecting, a detailed case study is given of enthusiastic amateurs exploring Waiorongomai in the 1960s. 
Those who worked for themselves could spend years in isolation, sometimes with some success. By the twentieth century few young people wanted to follow their example, commonly seeing them as ‘hatters’ willing to live a hard life in hope of making their fortune; William Tregoweth was an example of one such ‘sanguine’ man. But they were genuine in their efforts to find gold, unlike many subsidized prospecting parties. When good finds were made, prospectors made little profit when they sold their discovery to investors, and overall they felt themselves to be badly treated despite their crucial role in developing new fields.

text: Prospectors’ working lives in general and at Te Aroha in particular The lure of gold attracted some men to suffer hardship in the hope of making their fortune by discovering a rich deposit. Prospecting was a skilled occupation, requiring an understanding of geology that many hopefuls lacked, and as the easy discoveries had been made by the twentieth century required increasingly systematic and scientific work. Although many who believed in the romance of gold hunting argued that prospectors were born not made, the amateurs often failed to understand what they discovered. Many examples can be given of enthusiastic but incompetent prospectors, who hastily marked out ground but equally hastily abandoned it once tests had proved any ore found was unpayable. 
Some men preferred the life of the prospector to that of the miner, feeling themselves free to come and go and always seeking a new find; it has been argued that for some the search was more important than the financial reward. The search involved very hard work tracing outcrops and reefs through burning the heavy bush or following streams or even probing for the lode with gum spears. When old workings existed, these would be checked as well. Samples had to be taken for later testing. Working far away from families and supplies was difficult and dangerous, requiring carrying heavy packs in usually rugged areas with few tracks and working in any weather. As an example of prospecting, a detailed case study is given of enthusiastic amateurs exploring Waiorongomai in the 1960s. 
Those who worked for themselves could spend years in isolation, sometimes with some success. By the twentieth century few young people wanted to follow their example, commonly seeing them as ‘hatters’ willing to live a hard life in hope of making their fortune; William Tregoweth was an example of one such ‘sanguine’ man. But they were genuine in their efforts to find gold, unlike many subsidized prospecting parties. When good finds were made, prospectors made little profit when they sold their discovery to investors, and overall they felt themselves to be badly treated despite their crucial role in developing new fields.

year: 2016

title: 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition

authors: Mahuika, Nepia

subjects: History

abstract: The studies of oral history and oral tradition each have their own distinctive bodies of literature and preferred methodologies, yet share significant overlaps that make them difficult to differentiate. For many indigenous peoples, oral histories and traditions are key to their their past, present, and future lives, and are rarely considered separate. This thesis examines the differences and similarities between the studies of oral history and oral tradition. It explores how these areas of research converge and diverge in form, politics, practice, and theory, and the extent to which they resonate within a specific ‘indigenous’ context and community.
The thesis draws on the life narrative interviews of four generations of Ngāti Porou descendents, the second largest tribal group in New Zealand, whose home boundaries extend from Potikirua in the north to Te Toka-a-Taiau in the south on the East Coast of the North Island. Drawing on these voices, this study offers a commentary on the form and nature of oral traditions and histories from an indigenous perspective, and explores the ways they converge and depart from ‘international’ understandings. An exploration of these intersections offers insights to the ways oral history and oral traditions might be reconsidered as distinctive fields of study. Reconfigured through an indigenous frame of reference, this thesis challenges scholars of both oral history and oral tradition to expand their conceptions. Likewise, it urges indigenous scholars to consider more deeply the work of oral historians and oral traditionalists to further enhance their scholarship. Moreover, this thesis revisits the intellectual and conceptual territory that names and claims oral history and oral tradition, and invites all those who work in these areas to develop a more extensive comprehension of the interconnections that exist between each area of study.

text: 'Kōrero Tuku Iho': Reconfiguring Oral History and Oral Tradition The studies of oral history and oral tradition each have their own distinctive bodies of literature and preferred methodologies, yet share significant overlaps that make them difficult to differentiate. For many indigenous peoples, oral histories and traditions are key to their their past, present, and future lives, and are rarely considered separate. This thesis examines the differences and similarities between the studies of oral history and oral tradition. It explores how these areas of research converge and diverge in form, politics, practice, and theory, and the extent to which they resonate within a specific ‘indigenous’ context and community.
The thesis draws on the life narrative interviews of four generations of Ngāti Porou descendents, the second largest tribal group in New Zealand, whose home boundaries extend from Potikirua in the north to Te Toka-a-Taiau in the south on the East Coast of the North Island. Drawing on these voices, this study offers a commentary on the form and nature of oral traditions and histories from an indigenous perspective, and explores the ways they converge and depart from ‘international’ understandings. An exploration of these intersections offers insights to the ways oral history and oral traditions might be reconsidered as distinctive fields of study. Reconfigured through an indigenous frame of reference, this thesis challenges scholars of both oral history and oral tradition to expand their conceptions. Likewise, it urges indigenous scholars to consider more deeply the work of oral historians and oral traditionalists to further enhance their scholarship. Moreover, this thesis revisits the intellectual and conceptual territory that names and claims oral history and oral tradition, and invites all those who work in these areas to develop a more extensive comprehension of the interconnections that exist between each area of study.

year: 2012