title: International languages in primary schools: Aims, constraints, and one way forward

authors: Barnard, Roger

subjects: language teaching

abstract: The present policy of the Ministry of Education is that all schools should offer instruction in an additional language from Year 7 to Year 10. The additional languages may be te reo Māori, a Pacific language, or one of several international languages. This paper focuses on the latter, and suggests that, at the present time, it would be unwise in many schools to introduce foreign language instruction in Year 7, and instead a focus should be placed on the development of students’ intercultural awareness.
This paper begins with a brief review of the present policy and the benefits which are assumed to accrue from learning languages. It then discusses the existing constraints affecting language teaching in our primary schools, many of which are also faced in other countries which have introduced foreign language instruction in their primary schools. The most important of these constraints in New Zealand, as elsewhere, is the shortage of linguistically competent and appropriately trained second language teachers, A brief consideration is paid to the limited amount of professional development available to primary teachers in this country, many of whom have little, or even no, knowledge of the target language. The multimedia packs, which have been produced for the teaching and learning of international languages in schools, assume that teachers can learn the target language at the same time as teaching it to their students.
It is suggested that, until teachers are professionally prepared for the teaching of an international language, actual language instruction should be deferred. The focus of instruction in Year 7 could instead be directed towards an understanding of the culture of the target language. This possibility is then explored by considering the syllabus and type of classroom activities which might allow teachers to promote their students’ intercultural awareness, key competencies of which are outlined. At the same time, the designated teachers could take steps to develop at least a basic competence in the target language and can receive professional development in appropriate strategies and techniques of second language teaching.

text: International languages in primary schools: Aims, constraints, and one way forward The present policy of the Ministry of Education is that all schools should offer instruction in an additional language from Year 7 to Year 10. The additional languages may be te reo Māori, a Pacific language, or one of several international languages. This paper focuses on the latter, and suggests that, at the present time, it would be unwise in many schools to introduce foreign language instruction in Year 7, and instead a focus should be placed on the development of students’ intercultural awareness.
This paper begins with a brief review of the present policy and the benefits which are assumed to accrue from learning languages. It then discusses the existing constraints affecting language teaching in our primary schools, many of which are also faced in other countries which have introduced foreign language instruction in their primary schools. The most important of these constraints in New Zealand, as elsewhere, is the shortage of linguistically competent and appropriately trained second language teachers, A brief consideration is paid to the limited amount of professional development available to primary teachers in this country, many of whom have little, or even no, knowledge of the target language. The multimedia packs, which have been produced for the teaching and learning of international languages in schools, assume that teachers can learn the target language at the same time as teaching it to their students.
It is suggested that, until teachers are professionally prepared for the teaching of an international language, actual language instruction should be deferred. The focus of instruction in Year 7 could instead be directed towards an understanding of the culture of the target language. This possibility is then explored by considering the syllabus and type of classroom activities which might allow teachers to promote their students’ intercultural awareness, key competencies of which are outlined. At the same time, the designated teachers could take steps to develop at least a basic competence in the target language and can receive professional development in appropriate strategies and techniques of second language teaching.

year: 2006

title: Switching toxin production on and off: intermittent microcystin synthesis in a Microcystis bloom

authors: Wood, Susanna A.

subjects: biology

abstract: Toxic cyanobacterial blooms are increasing in prevalence. Microcystins are the most commonly produced cyanotoxin. Despite extensive research the variables regulating microcystin production remain unclear. Using a RT-QPCR assay that allowed the precise measurement of mcyE transcriptional gene expression and an ELISA that enabled small changes in total microcystin concentrations to be monitored, we demonstrate for the first time that microcystin production is not always constitutive and that significant up- and downregulation in microcystin synthesis can occur on time scales of 2–6 h. Samples were collected over 3 days from a small eutrophic lake during a dense microcystin-producing Microcystis bloom. McyE gene transcripts were detected in only four out of 14 samples. Vicissitudes in both microcystin quotas and extracellular microcystin levels corresponded with changes in mcyE expression. During the period of exalted microcystin synthesis Microcystis sp. cell concentrations increased from 70 000 cells ml−1 to 4 000 000 cells ml−1. These data provide compelling evidence that changes in Microcystis cell concentrations influence microcystin production.

text: Switching toxin production on and off: intermittent microcystin synthesis in a Microcystis bloom Toxic cyanobacterial blooms are increasing in prevalence. Microcystins are the most commonly produced cyanotoxin. Despite extensive research the variables regulating microcystin production remain unclear. Using a RT-QPCR assay that allowed the precise measurement of mcyE transcriptional gene expression and an ELISA that enabled small changes in total microcystin concentrations to be monitored, we demonstrate for the first time that microcystin production is not always constitutive and that significant up- and downregulation in microcystin synthesis can occur on time scales of 2–6 h. Samples were collected over 3 days from a small eutrophic lake during a dense microcystin-producing Microcystis bloom. McyE gene transcripts were detected in only four out of 14 samples. Vicissitudes in both microcystin quotas and extracellular microcystin levels corresponded with changes in mcyE expression. During the period of exalted microcystin synthesis Microcystis sp. cell concentrations increased from 70 000 cells ml−1 to 4 000 000 cells ml−1. These data provide compelling evidence that changes in Microcystis cell concentrations influence microcystin production.

year: 2010

title: Voices of the land: Richard Nunns in conversation with Martin Lodge

authors: Nunns, Richard

abstract: Richard Nunns in conversation with Martin Lodge

text: Voices of the land: Richard Nunns in conversation with Martin Lodge Richard Nunns in conversation with Martin Lodge

year: 2008