title: Implementing critical literacy in a Tongan bilingual classroom

authors: Vea, Peseti Tupou'ila

subjects: teaching English

abstract: This report describes a research study which trialled a unit of work designed for senior high school levels in a Tongan bilingual classroom. The main purpose of the study was to investigate the appropriateness and possible benefits of using critical literacy as a teaching strategy to teach literature in bilingual classrooms in Tonga. A critical literacy approach is relatively new in Tonga, so the study set out to test if this approach would contribute to making the teaching of English more innovative and student-centred. The methodology used in this study was a mix of qualitative and quantitative methods within an action research paradigm. One action research cycle spanned three months for trialling of the study unit and for collecting data. A class of thirty-four students from one Form Six class participated in this study, along with their English teacher as a participant observer. Eleven teachers of English from the same school also participated in interviews for further data collection. I took the role of teacher-researcher. In addition to teaching the study unit, I conducted interviews with teachers and students for further data-gathering. Qualitative and quantitative analysis of the data indicated that both participating teachers and students identified that a critical literacy approach to teaching of English as a subject was highly appropriate to use in Tongan classrooms. Teachers identified resources to be a detriment to the successful implementation of a critical literacy approach. While this concern is acknowledged as a long-term one, in the short-term, existing available resources can still be of practical use. The study was conducted under a bilingual program that might be viewed by researchers on bilingual education as a subtractive bilingual program. Findings related to students‟ ability in both Tongan and English language signified a very low competence in these two languages. But findings related to bilingual teaching indicated a mismatch between the newly adopted bilingual curriculum in Tonga and Tongan English teachers‟ perceptions of bilingual education. It was shown in this study that this mismatch stemmed from a lack of teacher understanding of bilingual education. A couple of pedagogical issues were recommended in order to clear up this misunderstanding. The report concludes with the researcher‟s recommendations for the explicit inclusion of critical literacy in the Tonga Language curriculum. Parental involvement and teachers training are two issues to address in order to achieve a successful implementation of the newly adopted bilingual curriculum where a paradigm shift in teaching is necessary. Recommendations for further research are also included.

text: Implementing critical literacy in a Tongan bilingual classroom This report describes a research study which trialled a unit of work designed for senior high school levels in a Tongan bilingual classroom. The main purpose of the study was to investigate the appropriateness and possible benefits of using critical literacy as a teaching strategy to teach literature in bilingual classrooms in Tonga. A critical literacy approach is relatively new in Tonga, so the study set out to test if this approach would contribute to making the teaching of English more innovative and student-centred. The methodology used in this study was a mix of qualitative and quantitative methods within an action research paradigm. One action research cycle spanned three months for trialling of the study unit and for collecting data. A class of thirty-four students from one Form Six class participated in this study, along with their English teacher as a participant observer. Eleven teachers of English from the same school also participated in interviews for further data collection. I took the role of teacher-researcher. In addition to teaching the study unit, I conducted interviews with teachers and students for further data-gathering. Qualitative and quantitative analysis of the data indicated that both participating teachers and students identified that a critical literacy approach to teaching of English as a subject was highly appropriate to use in Tongan classrooms. Teachers identified resources to be a detriment to the successful implementation of a critical literacy approach. While this concern is acknowledged as a long-term one, in the short-term, existing available resources can still be of practical use. The study was conducted under a bilingual program that might be viewed by researchers on bilingual education as a subtractive bilingual program. Findings related to students‟ ability in both Tongan and English language signified a very low competence in these two languages. But findings related to bilingual teaching indicated a mismatch between the newly adopted bilingual curriculum in Tonga and Tongan English teachers‟ perceptions of bilingual education. It was shown in this study that this mismatch stemmed from a lack of teacher understanding of bilingual education. A couple of pedagogical issues were recommended in order to clear up this misunderstanding. The report concludes with the researcher‟s recommendations for the explicit inclusion of critical literacy in the Tonga Language curriculum. Parental involvement and teachers training are two issues to address in order to achieve a successful implementation of the newly adopted bilingual curriculum where a paradigm shift in teaching is necessary. Recommendations for further research are also included.

year: 2010

title: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship

authors: Aitken, Vivienne Jane

subjects: education

abstract: This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

text: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

year: 2007

title: Māori in the Faculty of Arts and Social Sciences: An analysis of the Faculty of Arts and Social Science data records from 1997-2002

authors: Ashwell, Allanah

subjects: Maori students

abstract: The Ministry of Education has compiled annual reports on the participation of Maori in
tertiary education. The 2002 report presented a comprehensive description of Maori
participation across all tertiary institutions within New Zealand in that year. The figures
show that Maori are markedly under-represented in tertiary institutions, particularly
universities.
The barriers encountered by Maori students can either directly or indirectly impact on
Maori participation, retention and success. The more disturbing outcome is that of
withdrawal or dropping out of higher education, is more likely when a Maori student
experiences and has to confront multiple rather than single barriers.
With this in mind, the aim of this study was to examine and identify trends apparent in
data records of Maori students enrolled in courses offered by the Faculty of Arts and
Social Sciences at the University of Waikato between 1997 and 2002 and to make
recommendations to the Faculty about how negative trends might be addressed. Specific
areas for analysis are detailed in the report.

text: Māori in the Faculty of Arts and Social Sciences: An analysis of the Faculty of Arts and Social Science data records from 1997-2002 The Ministry of Education has compiled annual reports on the participation of Maori in
tertiary education. The 2002 report presented a comprehensive description of Maori
participation across all tertiary institutions within New Zealand in that year. The figures
show that Maori are markedly under-represented in tertiary institutions, particularly
universities.
The barriers encountered by Maori students can either directly or indirectly impact on
Maori participation, retention and success. The more disturbing outcome is that of
withdrawal or dropping out of higher education, is more likely when a Maori student
experiences and has to confront multiple rather than single barriers.
With this in mind, the aim of this study was to examine and identify trends apparent in
data records of Maori students enrolled in courses offered by the Faculty of Arts and
Social Sciences at the University of Waikato between 1997 and 2002 and to make
recommendations to the Faculty about how negative trends might be addressed. Specific
areas for analysis are detailed in the report.

year: 2003-06