title: Plurilingualism in University English Classes: A Case Study from Timor-Leste

authors: Barnard, Roger

abstract: Codeswitching between languages in English language classrooms has been disparaged by textbook writers, methodologists and educational policymakers in many countries.
This paper reports an action research project which examined language use in English classes in Timor-Leste. The first aim was to identify the extent of codeswitching by audio-recording four lessons and the second to explore the teachers’ attitudes in follow-up interviews.
Transcript examples of codeswitching show that while one teacher used only English throughout the lesson, the others used varying amounts of Tetum, Portuguese, and Bahasa Indonesia. Extracts from interviews will report the teachers’ views.
The data suggests that plurilingualism rather than multilingualism is a more appropriate term for the use of different languages in the increasingly complex linguistic context in which English is taught in many Asian classrooms. The findings also support recent published arguments (e.g., Cook, 2010) for a more positive attitude towards plurilingual use in English language classrooms.

text: Plurilingualism in University English Classes: A Case Study from Timor-Leste Codeswitching between languages in English language classrooms has been disparaged by textbook writers, methodologists and educational policymakers in many countries.
This paper reports an action research project which examined language use in English classes in Timor-Leste. The first aim was to identify the extent of codeswitching by audio-recording four lessons and the second to explore the teachers’ attitudes in follow-up interviews.
Transcript examples of codeswitching show that while one teacher used only English throughout the lesson, the others used varying amounts of Tetum, Portuguese, and Bahasa Indonesia. Extracts from interviews will report the teachers’ views.
The data suggests that plurilingualism rather than multilingualism is a more appropriate term for the use of different languages in the increasingly complex linguistic context in which English is taught in many Asian classrooms. The findings also support recent published arguments (e.g., Cook, 2010) for a more positive attitude towards plurilingual use in English language classrooms.

year: 2011

title: Disbudding of dairy goat kids: Refining protocols to reduce or eliminate pain

authors: Hempstead, Melissa Nicole

subjects: Disbudding

abstract: The aim of this thesis was to investigate potential improvements for disbudding dairy goat kids to eliminate or reduce pain. Behavioural and physiological measures were used to evaluate: (1) pain associated with four disbudding methods, and (2) the effect of pain mitigation on cautery disbudded goat kids. Caustic paste and cryosurgical disbudding and clove oil injection initially showed promise as less painful alternatives to cautery disbudding. However, caustic paste and cryosurgical disbudding were found to be more painful, as cortisol concentrations and the frequencies of head-directed behaviours were higher than for cautery disbudded kids. Clove oil injection appeared to cause no more pain than cautery disbudding based on similar cortisol concentrations and head-directed behaviour, but caused less tissue damage. Alternatives to current practices must be efficacious in preventing horn or scur growth, therefore the effect of clove oil injection and two cautery disbudding techniques (horn bud removed vs. left intact) on horn growth were evaluated. Clove oil was ineffective at preventing horns or scurs compared with cautery disbudding. In addition, cautery disbudding by removing the horn bud was more successful at preventing growth than leaving the horn bud intact. As using a cautery iron to remove the horn bud appeared to be the most efficacious method evaluated in this thesis, the effect of isoflurane and meloxicam on pain associated with cautery disbudding was investigated. Goat kids disbudded under isoflurane, with or without meloxicam, had lower cortisol concentrations and displayed fewer head-directed behaviours than goat kids that were cautery disbudded without pain relief, suggesting that isoflurane can reduce pain associated with cautery disbudding. Overall, the results of this thesis suggest that cautery disbudding is an effective practice but should ideally be carried out using isoflurane to reduce pain; also, complete horn bud removal lowers the risk of horn or scur development. These results support the continued use of cautery disbudding by the dairy goat industry but suggest pain relief could significantly improve the welfare of dairy goats on farm.

text: Disbudding of dairy goat kids: Refining protocols to reduce or eliminate pain The aim of this thesis was to investigate potential improvements for disbudding dairy goat kids to eliminate or reduce pain. Behavioural and physiological measures were used to evaluate: (1) pain associated with four disbudding methods, and (2) the effect of pain mitigation on cautery disbudded goat kids. Caustic paste and cryosurgical disbudding and clove oil injection initially showed promise as less painful alternatives to cautery disbudding. However, caustic paste and cryosurgical disbudding were found to be more painful, as cortisol concentrations and the frequencies of head-directed behaviours were higher than for cautery disbudded kids. Clove oil injection appeared to cause no more pain than cautery disbudding based on similar cortisol concentrations and head-directed behaviour, but caused less tissue damage. Alternatives to current practices must be efficacious in preventing horn or scur growth, therefore the effect of clove oil injection and two cautery disbudding techniques (horn bud removed vs. left intact) on horn growth were evaluated. Clove oil was ineffective at preventing horns or scurs compared with cautery disbudding. In addition, cautery disbudding by removing the horn bud was more successful at preventing growth than leaving the horn bud intact. As using a cautery iron to remove the horn bud appeared to be the most efficacious method evaluated in this thesis, the effect of isoflurane and meloxicam on pain associated with cautery disbudding was investigated. Goat kids disbudded under isoflurane, with or without meloxicam, had lower cortisol concentrations and displayed fewer head-directed behaviours than goat kids that were cautery disbudded without pain relief, suggesting that isoflurane can reduce pain associated with cautery disbudding. Overall, the results of this thesis suggest that cautery disbudding is an effective practice but should ideally be carried out using isoflurane to reduce pain; also, complete horn bud removal lowers the risk of horn or scur development. These results support the continued use of cautery disbudding by the dairy goat industry but suggest pain relief could significantly improve the welfare of dairy goats on farm.

year: 2018

title: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design

authors: Johnson, Diane

subjects: Māori language teaching

abstract: A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

text: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

year: 2005