title: Safe to speak? A teacher's story of one child's apparent 'liberation' and 'transformation' through the security of role.

authors: Aitken, Vivienne Jane

subjects: drama education

abstract: The following article arose out of conversations between the authors, Shay Cowley, a second year student at the School of Education, The University of Waikato, and Dr. Viv Aitken, who lectures in Drama in Education at the same university. Shay contacted Viv to tell her about the successful drama unit she had taught on her first year teaching practicum and, in particular, to report th apparent 'transformation' that had occurred for one student in the class (referred to here as 'Kate'). Through continued discussion about Shay's experience, a decision was made to share her story and to position this within related theory on the transformative potential of drama. In terms of methodology, then, the article emerges from practitioner reflection: in this case, the anecdotal reflections of an emergent teacher. The student's narrative is then deconstructed and the anecdotal material is used as the basis for the exploration of hypothetical questions which are seen as having relevance and importance in the field of drama education.

text: Safe to speak? A teacher's story of one child's apparent 'liberation' and 'transformation' through the security of role. The following article arose out of conversations between the authors, Shay Cowley, a second year student at the School of Education, The University of Waikato, and Dr. Viv Aitken, who lectures in Drama in Education at the same university. Shay contacted Viv to tell her about the successful drama unit she had taught on her first year teaching practicum and, in particular, to report th apparent 'transformation' that had occurred for one student in the class (referred to here as 'Kate'). Through continued discussion about Shay's experience, a decision was made to share her story and to position this within related theory on the transformative potential of drama. In terms of methodology, then, the article emerges from practitioner reflection: in this case, the anecdotal reflections of an emergent teacher. The student's narrative is then deconstructed and the anecdotal material is used as the basis for the exploration of hypothetical questions which are seen as having relevance and importance in the field of drama education.

year: 2007

title: A mobile reader for language learners

authors: König, Jemma Lynette

subjects: computer science

abstract: This paper describes a new approach to mobile language learning; a mobile reader that aids learners in extending the breadth of their existing vocabulary knowledge. The FLAX Reader supports L2 (second language) learners in English by building a personalized learner model of receptive vocabulary acquisition. It provides dictionary lookup for words that they struggle with, tracks a learner's reading speed, and models their vocabulary acquisition, generat-ing appropriate exercises to aid in a learner’s personal language growth.

text: A mobile reader for language learners This paper describes a new approach to mobile language learning; a mobile reader that aids learners in extending the breadth of their existing vocabulary knowledge. The FLAX Reader supports L2 (second language) learners in English by building a personalized learner model of receptive vocabulary acquisition. It provides dictionary lookup for words that they struggle with, tracks a learner's reading speed, and models their vocabulary acquisition, generat-ing appropriate exercises to aid in a learner’s personal language growth.

year: 2016

title: Whanaungatanga: an illustration of the importance of cultural context

authors: McNatty, William

subjects: Te reo Māori

abstract: The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

text: Whanaungatanga: an illustration of the importance of cultural context The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

year: 2002-02