title: Editorial: “Grammar wars” – Beyond a truce

authors: Locke, Terry

subjects: grammar knowledge

abstract: Any special issue of a journal is an acknowledgement of a conversation that needs to be had. The conversation in this double issue of English Teaching: Practice and Critique has had a multiplicity of prompts, some of which I will refer to in this introduction, others of which will be referred to by the contributors to this issue (Part 1). In respect of this journal as a forum, the conversation will spill over into Volume 5, Number 1 (May, 2006). This editorial should be thought of as a work in progress; contributions to Part 2 have yet to arrive in my email basket and cannot be referred to here. Some of my own prompts in initiating this conversation have their origins close to home – in my experiences as a teacher, teacher educator and researcher in the New Zealand context. It is a context that has had its own share of social upheaval and educational “reform” in the last twenty years (Locke, 2000, 2001 and 2004). In the larger context of struggles over administrative, curriculum and assessment policy and practice, questions of “grammar” and “language” have not been prominent on the radar screen.

text: Editorial: “Grammar wars” – Beyond a truce Any special issue of a journal is an acknowledgement of a conversation that needs to be had. The conversation in this double issue of English Teaching: Practice and Critique has had a multiplicity of prompts, some of which I will refer to in this introduction, others of which will be referred to by the contributors to this issue (Part 1). In respect of this journal as a forum, the conversation will spill over into Volume 5, Number 1 (May, 2006). This editorial should be thought of as a work in progress; contributions to Part 2 have yet to arrive in my email basket and cannot be referred to here. Some of my own prompts in initiating this conversation have their origins close to home – in my experiences as a teacher, teacher educator and researcher in the New Zealand context. It is a context that has had its own share of social upheaval and educational “reform” in the last twenty years (Locke, 2000, 2001 and 2004). In the larger context of struggles over administrative, curriculum and assessment policy and practice, questions of “grammar” and “language” have not been prominent on the radar screen.

year: 2005

title: Solar energy use for energy savings in dairy processing plants

authors: Anderson, Timothy Nicholas

subjects: solar energy

abstract: New Zealand is one of the world’s largest producers of dairy products and has a climate with high levels of solar radiation; however, the use of solar energy in the dairy processing industry has received limited attention. An examination of historical records found that the annual peak in New Zealand milk production and processing occurs at a time when solar radiation levels are increasing markedly.
An F-Chart analysis was used to simulate the performance of large-area arrays of solar collectors and to determine their suitability for heating and cooling in a dairy processing environment. For the study four types of solar collectors were analysed: glazed flat plates, evacuated tubes, evacuated tubes with CPC reflectors and a building-integrated solar collector under development at the University of
Waikato (UoW).
It was found that of these technologies, both flat plate and evacuated tubes with CPC reflectors could make useful heating and cooling contributions. Furthermore, the solar fraction was determined mainly by the collector area to storage volume ratio. Finally, it was found that the UoW building-integrated solar collector could make a significant contribution to energy use in dairies and may be an attractive future technology for the industry.

text: Solar energy use for energy savings in dairy processing plants New Zealand is one of the world’s largest producers of dairy products and has a climate with high levels of solar radiation; however, the use of solar energy in the dairy processing industry has received limited attention. An examination of historical records found that the annual peak in New Zealand milk production and processing occurs at a time when solar radiation levels are increasing markedly.
An F-Chart analysis was used to simulate the performance of large-area arrays of solar collectors and to determine their suitability for heating and cooling in a dairy processing environment. For the study four types of solar collectors were analysed: glazed flat plates, evacuated tubes, evacuated tubes with CPC reflectors and a building-integrated solar collector under development at the University of
Waikato (UoW).
It was found that of these technologies, both flat plate and evacuated tubes with CPC reflectors could make useful heating and cooling contributions. Furthermore, the solar fraction was determined mainly by the collector area to storage volume ratio. Finally, it was found that the UoW building-integrated solar collector could make a significant contribution to energy use in dairies and may be an attractive future technology for the industry.

year: 2007

title: Representations of te reo Māori and te ao Māori in a translingual picturebook: How my Koro became a Star

authors: Barbour, Julie Renee

subjects: Indigenous language and culture

abstract: While English is the most commonly used language in Aotearoa New Zealand, it is a multilingual nation with two languages recognised as official: te reo Māori (the Māori language) and New Zealand Sign Language. The English language is dominant in children’s literature published in Aotearoa New Zealand, but since the 1980s there has been an increase in the number of picturebooks featuring two languages, te reo Māori and English. Previous work has explored how representations of te reo Māori and English in pukapuka pikitia reorua (dual language picturebooks) in Aotearoa reflect changing attitudes towards the two languages. In this article, we focus particularly on Brianne Te Paa and Story Hemi-Morehouse’s picturebook How my Koro became a Star. Originally written in te reo Māori, this multi-award winning picturebook is located at the beginning of Matariki, the Māori New Year celebration. In a move away from the linguistic analysis of te reo Māori being ‘borrowed’ by English, we consider how storytellers like Te Paa weave Māori language together with English in a translingual publication, supporting reader comprehension of Māori vocabulary and cultural meanings through embedded illustrations and explanations, inviting the curious reader to learn beyond the story.

text: Representations of te reo Māori and te ao Māori in a translingual picturebook: How my Koro became a Star While English is the most commonly used language in Aotearoa New Zealand, it is a multilingual nation with two languages recognised as official: te reo Māori (the Māori language) and New Zealand Sign Language. The English language is dominant in children’s literature published in Aotearoa New Zealand, but since the 1980s there has been an increase in the number of picturebooks featuring two languages, te reo Māori and English. Previous work has explored how representations of te reo Māori and English in pukapuka pikitia reorua (dual language picturebooks) in Aotearoa reflect changing attitudes towards the two languages. In this article, we focus particularly on Brianne Te Paa and Story Hemi-Morehouse’s picturebook How my Koro became a Star. Originally written in te reo Māori, this multi-award winning picturebook is located at the beginning of Matariki, the Māori New Year celebration. In a move away from the linguistic analysis of te reo Māori being ‘borrowed’ by English, we consider how storytellers like Te Paa weave Māori language together with English in a translingual publication, supporting reader comprehension of Māori vocabulary and cultural meanings through embedded illustrations and explanations, inviting the curious reader to learn beyond the story.

year: 2025