title: A study of language use in secondary school classrooms in the Solomon Islands: Conceptions, practices and proficiencies

authors: Tanangada, Lanelle Olandrea

subjects: South Pacific

abstract: Multilingualism is a complex phenomenon in the Pacific, particularly in Melanesia, where there is more than one language being spoken by individuals. Therefore it is important for the education systems to consider learners’ needs in providing quality education that accommodates students’ first language in the English curriculum. 

This study set out to explore teachers’ and students’ beliefs, practices and proficiencies in two selected secondary schools regarding their use of language in English classrooms. Bilingual/multilingual educational research is a recent phenomenon in the South Pacific, including the Solomon Islands. This presents serious considerations for policy makers, educational authorities, teachers and students about the importance of accommodating students’ first language (L1) alongside the English-only curriculum. 

A qualitative research methodology approach was used, based on the interpretive paradigm, with individual and focus group interviews and classroom observations. Eight teachers and sixteen students from two schools, one rural and one urban, were interviewed on their conceptions of language use and the place of vernacular, Pijin and English in the English curriculum. Classroom observations carried out on two of the teacher participants focused on their language practices in English lessons and on capturing students’ code-switching practices. 

The findings of this study suggest that there is a mismatch between teachers’ beliefs and practices. While all the teachers acknowledged the English-only policy, and the importance of using English as the medium of instruction, their reported practices and observed lessons supported the use of students’ L1. The students also highlighted that the use of Pijin and/or vernacular supported their learning of English. This raises important points regarding bi/multilingual educational approaches to teachers’ pedagogical practices in accommodating students’ L1 for effective learning purposes. 

This study has unveiled teachers’ beliefs about language use in secondary school classrooms, reported practices and students’ patterns of language use and assumed language proficiencies. It therefore makes a contribution to the Ministry of Education and Human Resources Development advocating for the importance of bi/multilingual education and teacher pedagogical practices and approaches to teaching English as a second language without impeding the students’ L1.

text: A study of language use in secondary school classrooms in the Solomon Islands: Conceptions, practices and proficiencies Multilingualism is a complex phenomenon in the Pacific, particularly in Melanesia, where there is more than one language being spoken by individuals. Therefore it is important for the education systems to consider learners’ needs in providing quality education that accommodates students’ first language in the English curriculum. 

This study set out to explore teachers’ and students’ beliefs, practices and proficiencies in two selected secondary schools regarding their use of language in English classrooms. Bilingual/multilingual educational research is a recent phenomenon in the South Pacific, including the Solomon Islands. This presents serious considerations for policy makers, educational authorities, teachers and students about the importance of accommodating students’ first language (L1) alongside the English-only curriculum. 

A qualitative research methodology approach was used, based on the interpretive paradigm, with individual and focus group interviews and classroom observations. Eight teachers and sixteen students from two schools, one rural and one urban, were interviewed on their conceptions of language use and the place of vernacular, Pijin and English in the English curriculum. Classroom observations carried out on two of the teacher participants focused on their language practices in English lessons and on capturing students’ code-switching practices. 

The findings of this study suggest that there is a mismatch between teachers’ beliefs and practices. While all the teachers acknowledged the English-only policy, and the importance of using English as the medium of instruction, their reported practices and observed lessons supported the use of students’ L1. The students also highlighted that the use of Pijin and/or vernacular supported their learning of English. This raises important points regarding bi/multilingual educational approaches to teachers’ pedagogical practices in accommodating students’ L1 for effective learning purposes. 

This study has unveiled teachers’ beliefs about language use in secondary school classrooms, reported practices and students’ patterns of language use and assumed language proficiencies. It therefore makes a contribution to the Ministry of Education and Human Resources Development advocating for the importance of bi/multilingual education and teacher pedagogical practices and approaches to teaching English as a second language without impeding the students’ L1.

year: 2013

title: A non-linear, criterion-referenced grading scheme for a computer literacy course

authors: Rogers, Bill

subjects: computer science

abstract: The development of complex Information Systems requires the use of many Information Systems engineering tools. These diverse tools need to be integrated in order to be effectively used by multiple cooperating developers. In addition, the users of these environments require features that facilitate effective cooperation, such as support for collaboratively planning cooperative work, notification of changes to parts of a system under development (but only when necessary or desired), support for keeping aware of other developers' work contexts, and the ability to flexibly engineer or adapt development processes and methods. We describe an integrated Information Systems engineering environment which includes a work coordination tool supporting these requirements.

text: A non-linear, criterion-referenced grading scheme for a computer literacy course The development of complex Information Systems requires the use of many Information Systems engineering tools. These diverse tools need to be integrated in order to be effectively used by multiple cooperating developers. In addition, the users of these environments require features that facilitate effective cooperation, such as support for collaboratively planning cooperative work, notification of changes to parts of a system under development (but only when necessary or desired), support for keeping aware of other developers' work contexts, and the ability to flexibly engineer or adapt development processes and methods. We describe an integrated Information Systems engineering environment which includes a work coordination tool supporting these requirements.

year: 1996-04

title: “This is not a riot, it is a protest”: A discourse analysis of prison violence in New Zealand news media

authors: Membery, Liam

subjects: Prison Violence

abstract: This thesis examines the discourses of prison violence in the New Zealand news media. Prison violence is a pressing social issue that harms those involved and has permeating consequences for the institution. Prison riots, specifically, involve serious instances of disorder and violence that incur physical, psychological, social and economic harm. Despite prisons being private institutions, prison riots are public events that amass large social responses through news media coverage. The public often use news media to co-construct their perceptions of social phenomena, and policymakers use both public opinion and the news media to guide their decisions when shaping policy. Subsequently, the ways in which the news media discursively construct prison riots will have direct consequences for public attitudes and policy relating to prison violence, a phenomenon that exists outside of the public eye. However, there is currently no research that has examined discourses of prison violence and, further, what the consequences of these discourses may be. Therefore, using a Foucauldian approach to discourse analysis, this study examined the discourses in the news media representations of the large-scale prison violence at the Spring Hill Corrections Facility (2013) and Waikeria Prison (2020-2021). The results uncovered three discourses: the riot discourse, the gang discourse, and the protest discourse. The riot discourse was identified as dominant and constructed prison violence as an individualised issue perpetrated by inherently violent prisoners. The gang discourse worked in conjunction with the riot discourse, constructing prison violence as an individualised issue perpetrated by gang members. The protest discourse was identified as a counter-discourse and constructed the unrest at both facilities as protests against living conditions and inhumane treatment. Each discourse has consequences for public attitudes and in turn, penal policy and practice.

text: “This is not a riot, it is a protest”: A discourse analysis of prison violence in New Zealand news media This thesis examines the discourses of prison violence in the New Zealand news media. Prison violence is a pressing social issue that harms those involved and has permeating consequences for the institution. Prison riots, specifically, involve serious instances of disorder and violence that incur physical, psychological, social and economic harm. Despite prisons being private institutions, prison riots are public events that amass large social responses through news media coverage. The public often use news media to co-construct their perceptions of social phenomena, and policymakers use both public opinion and the news media to guide their decisions when shaping policy. Subsequently, the ways in which the news media discursively construct prison riots will have direct consequences for public attitudes and policy relating to prison violence, a phenomenon that exists outside of the public eye. However, there is currently no research that has examined discourses of prison violence and, further, what the consequences of these discourses may be. Therefore, using a Foucauldian approach to discourse analysis, this study examined the discourses in the news media representations of the large-scale prison violence at the Spring Hill Corrections Facility (2013) and Waikeria Prison (2020-2021). The results uncovered three discourses: the riot discourse, the gang discourse, and the protest discourse. The riot discourse was identified as dominant and constructed prison violence as an individualised issue perpetrated by inherently violent prisoners. The gang discourse worked in conjunction with the riot discourse, constructing prison violence as an individualised issue perpetrated by gang members. The protest discourse was identified as a counter-discourse and constructed the unrest at both facilities as protests against living conditions and inhumane treatment. Each discourse has consequences for public attitudes and in turn, penal policy and practice.

year: 2022