title: The evolution of my identity as a teacher

authors: Schoenberger-Orgad, Michèle Anne

subjects: education

abstract: Thinking about the evolution of my identity as a teacher made me realise that I needed to reflect on myself as a learner first. The evolution of teacher identity is intimately tied to learner identity for it is only natural to aspire to the role models you have encountered.

text: The evolution of my identity as a teacher Thinking about the evolution of my identity as a teacher made me realise that I needed to reflect on myself as a learner first. The evolution of teacher identity is intimately tied to learner identity for it is only natural to aspire to the role models you have encountered.

year: 2011

title: Palaeolimnological studies on Lake Maratoto, North Island, New Zealand

authors: Green, John D.

abstract: The Middle Waikato (or Hamilton) Basin is a promising area for studies of the postglacial history of Northern New Zealand. The major geomorphological features of the basin were developed in the last 40,000 years, mainly by aggradation of the ancestral Waikato River (Mccraw 1967, Hume et al 1975) and in the process a number of peat bogs and small lakes were formed which now provide suitable locations for palaeoclimatic and palaeoecological investigations. Four pollen diagrams from peats in the area have been published (Harris 1963, McGlone et al 1978) which show similar features to diagrams from elsewhere in the North Island (McGlone and Topping 1979) but there have been no comparable studies of sediments from the lakes.

text: Palaeolimnological studies on Lake Maratoto, North Island, New Zealand The Middle Waikato (or Hamilton) Basin is a promising area for studies of the postglacial history of Northern New Zealand. The major geomorphological features of the basin were developed in the last 40,000 years, mainly by aggradation of the ancestral Waikato River (Mccraw 1967, Hume et al 1975) and in the process a number of peat bogs and small lakes were formed which now provide suitable locations for palaeoclimatic and palaeoecological investigations. Four pollen diagrams from peats in the area have been published (Harris 1963, McGlone et al 1978) which show similar features to diagrams from elsewhere in the North Island (McGlone and Topping 1979) but there have been no comparable studies of sediments from the lakes.

year: 1979

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024