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: Social Learning: Does cooperation contribute to the learning of the makers?

authors: Fox-Turnbull, Wendy

subjects: collaboration and cooperation

abstract: This chapter explores the scope and nature of social learning evident in the Makerspace movement as identified by the cases studies presented previously. The makerspace movement is clearly situated within a constructionist paradigm, placing the learner centrally in the construction of artefacts. Because of its collaborative nature and the need for learners to become critical thinkers and makers Makerspace is well situated to ensure learners today are equipped with the necessary skills and dispositions essential to life in the 21st century.

This chapter draws on literature on three learning theories particularly relevant to makerspace philosophy. The first, Kolb’s Experiencing Learning theory, providing an excellent mechanism for teaching and learning design-based activities while placing learners at the centre of learning. The second, Social Learning Theory, describes the process of collaborative practice in a common activity with the aim of reaching an intended goal. Bandura suggests that Social Learning theory emphasises synthesis of behavioural events and human cognitive processes. This is relevant to makerspaces through the collaborative nature of design and development of artefacts-technological products and systems. The third theory is Social Partication Theory and draws together both learning through experience and learning socially and is therefore most pertinent to the Makerspace movement as it gives equal emphasis to working collaboratively and learning through doing.

To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.
To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section, the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.

text: Social Learning: Does cooperation contribute to the learning of the makers? This chapter explores the scope and nature of social learning evident in the Makerspace movement as identified by the cases studies presented previously. The makerspace movement is clearly situated within a constructionist paradigm, placing the learner centrally in the construction of artefacts. Because of its collaborative nature and the need for learners to become critical thinkers and makers Makerspace is well situated to ensure learners today are equipped with the necessary skills and dispositions essential to life in the 21st century.

This chapter draws on literature on three learning theories particularly relevant to makerspace philosophy. The first, Kolb’s Experiencing Learning theory, providing an excellent mechanism for teaching and learning design-based activities while placing learners at the centre of learning. The second, Social Learning Theory, describes the process of collaborative practice in a common activity with the aim of reaching an intended goal. Bandura suggests that Social Learning theory emphasises synthesis of behavioural events and human cognitive processes. This is relevant to makerspaces through the collaborative nature of design and development of artefacts-technological products and systems. The third theory is Social Partication Theory and draws together both learning through experience and learning socially and is therefore most pertinent to the Makerspace movement as it gives equal emphasis to working collaboratively and learning through doing.

To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.
To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section, the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.

year: 2023

title: Re-designing the national imaginary: The development of Matariki as a contemporary festival

authors: Hardy, Ann

subjects: Aotearoa/New Zealand

abstract: This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

text: Re-designing the national imaginary: The development of Matariki as a contemporary festival This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

year: 2012