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: BioFish survey of Lake Taupo, 2006

authors: McBride, Chris G.

subjects: New Zealand

abstract: This report provides details of a “BioFish” survey of Lake Taupo conducted in 2006. This first BioFish survey of Lake Taupo was initiated in late 2004 and continued until autumn (May) of 2005 (Hamilton et al. 2005). The 2004-5 survey involved deployment of the BioFish along a transect that commenced near the outlet of Lake Taupo, progressed south-west to ‘Station A’, a deep central site near the middle of the lake, and then north-west to include shallower lake bays; Whangamate Bay and Whakaipo Bay. This transect was repeated five times in 2004-5.

text: BioFish survey of Lake Taupo, 2006 This report provides details of a “BioFish” survey of Lake Taupo conducted in 2006. This first BioFish survey of Lake Taupo was initiated in late 2004 and continued until autumn (May) of 2005 (Hamilton et al. 2005). The 2004-5 survey involved deployment of the BioFish along a transect that commenced near the outlet of Lake Taupo, progressed south-west to ‘Station A’, a deep central site near the middle of the lake, and then north-west to include shallower lake bays; Whangamate Bay and Whakaipo Bay. This transect was repeated five times in 2004-5.

year: 2008

title: Waata Kukutai: Rangatira o Ngaati Tiipa 1822-1867

authors: Ewe, Denise Te Tuhi

subjects: Biography

abstract: This thesis examines the life of Ngaati Tiipa rangatira Waata Kukutai (1822-1867), and critiques historical perspectives that have narrowly identified him as merely a Kuupapa loyalist. This study argues that Kukutai’s choices and leadership were driven first and foremost by those things he viewed as crucial to Ngaati Tiipa autonomy and wellbeing. Kukutai was an articulate and well-educated leader of Ngaati Tiipa. Waata was governed by principles of rangatiratanga (chieftainship), mana motuhake (independence) and loyalty to Ngaati Tiipa and to the whenua. He was deeply religious and courageous and was an entrepreneur who sought to protect his people by securing economic independence. This thesis shows how he negotiated colonial structures by forming strategic alliances, and in the process led his people through one of the most turbulent periods in New Zealand history.  

Waata was an enigma shaped by loss, vision and hope for a new future in extraordinary times in New Zealand’s history. Waata was a polarising personality who held fast to his life principles. He withstood immense pressure from other Waikato chiefs during the Waikato invasion. During the Waikato War Waata was most active, carrying letters, food and supplies to colonial soldiers and earned himself and his tribe of Ngaati Tiipa the label of kuupapa. While Waata was not the only ‘friendly chief’ during colonial times he has been the most pillorised in Waikato. Seemingly ignored by many historians is at the same time Waata ensued that Ngaati Tiipa land was never invaded by the colonial troops. Waata’s actions protected his people and his land and maintained his mana motuhake, his sovereignty over his district.

text: Waata Kukutai: Rangatira o Ngaati Tiipa 1822-1867 This thesis examines the life of Ngaati Tiipa rangatira Waata Kukutai (1822-1867), and critiques historical perspectives that have narrowly identified him as merely a Kuupapa loyalist. This study argues that Kukutai’s choices and leadership were driven first and foremost by those things he viewed as crucial to Ngaati Tiipa autonomy and wellbeing. Kukutai was an articulate and well-educated leader of Ngaati Tiipa. Waata was governed by principles of rangatiratanga (chieftainship), mana motuhake (independence) and loyalty to Ngaati Tiipa and to the whenua. He was deeply religious and courageous and was an entrepreneur who sought to protect his people by securing economic independence. This thesis shows how he negotiated colonial structures by forming strategic alliances, and in the process led his people through one of the most turbulent periods in New Zealand history.  

Waata was an enigma shaped by loss, vision and hope for a new future in extraordinary times in New Zealand’s history. Waata was a polarising personality who held fast to his life principles. He withstood immense pressure from other Waikato chiefs during the Waikato invasion. During the Waikato War Waata was most active, carrying letters, food and supplies to colonial soldiers and earned himself and his tribe of Ngaati Tiipa the label of kuupapa. While Waata was not the only ‘friendly chief’ during colonial times he has been the most pillorised in Waikato. Seemingly ignored by many historians is at the same time Waata ensued that Ngaati Tiipa land was never invaded by the colonial troops. Waata’s actions protected his people and his land and maintained his mana motuhake, his sovereignty over his district.

year: 2020