title: Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

authors: Barnard, Roger

subjects: culture of learning

abstract: Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.

text: Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.

year: 2009

title: Comparison of blended elemental (BE) and mechanical alloyed (MA) powder compact forging into Ti-6Al-4V rocker arms

authors: Jia, Mingtu

subjects: Powder compact forging

abstract: Ti-6Al-4V rocker arms for internal combustion engines were produced by forging of compacts of blended powder consisting of elemental hydride-dehydride (HDH) titanium powder and Al60V40 (wt%) master alloy powder or mechanical alloyed (MA) powder synthesized by high energy mechanical milling of a mixture of HDH titanium and Al60V40 master alloy powders. The powder compacts were made by warm compaction, and their relative density was 90%. The mechanical properties and microstructures of as-forged parts made using blended powder were improved significantly with increasing holding time at forging temperature, and close to those of as-forged parts produced by powder compact forging of HDH Ti-6Al-4V pre-alloyed powder. However, the as-forged part produced by powder compact forging of MA powder was brittle, and fractured prematurely during tensile testing.

text: Comparison of blended elemental (BE) and mechanical alloyed (MA) powder compact forging into Ti-6Al-4V rocker arms Ti-6Al-4V rocker arms for internal combustion engines were produced by forging of compacts of blended powder consisting of elemental hydride-dehydride (HDH) titanium powder and Al60V40 (wt%) master alloy powder or mechanical alloyed (MA) powder synthesized by high energy mechanical milling of a mixture of HDH titanium and Al60V40 master alloy powders. The powder compacts were made by warm compaction, and their relative density was 90%. The mechanical properties and microstructures of as-forged parts made using blended powder were improved significantly with increasing holding time at forging temperature, and close to those of as-forged parts produced by powder compact forging of HDH Ti-6Al-4V pre-alloyed powder. However, the as-forged part produced by powder compact forging of MA powder was brittle, and fractured prematurely during tensile testing.

year: 2012

title: Claiming spaces: Prioritising Maaori worldview

authors: Penehira, Mera

subjects: Maori

abstract: Ohomairangi Trust was established as a provider of early intervention services in February 2002. It is funded and accredited by the Ministry of Education, and is the first Kaupapa Maaori based early intervention service to be accredited by the Ministry of Education. Essentially Ohomairangi was developed because of a need in the community for a service that could focus on developing and providing early intervention in a uniquely Maaori way, without the constraints of a crown agency. The Ohomairangi early intervention team has a commitment to supporting both the positive developments for Maaori within the Ministry of Education, and the continued independent research and development of Kaupapa Maaori services. The primary purpose of Ohomairangi is to develop and provide a Kaupapa Maaori based early intervention service across Taamaki Makaurau, which meets recommended practice guidelines. This evolves from a starting point of Kaupapa Maaori theory.

text: Claiming spaces: Prioritising Maaori worldview Ohomairangi Trust was established as a provider of early intervention services in February 2002. It is funded and accredited by the Ministry of Education, and is the first Kaupapa Maaori based early intervention service to be accredited by the Ministry of Education. Essentially Ohomairangi was developed because of a need in the community for a service that could focus on developing and providing early intervention in a uniquely Maaori way, without the constraints of a crown agency. The Ohomairangi early intervention team has a commitment to supporting both the positive developments for Maaori within the Ministry of Education, and the continued independent research and development of Kaupapa Maaori services. The primary purpose of Ohomairangi is to develop and provide a Kaupapa Maaori based early intervention service across Taamaki Makaurau, which meets recommended practice guidelines. This evolves from a starting point of Kaupapa Maaori theory.

year: 2008