title: Articulate the Kiwi way: perception insights from a language game corpus

authors: Calude, Andreea S.

abstract: This short communication reports on folk perceptions of New Zealand English lexical variation, specifically regarding which Māori loanwords are widely known by New Zealanders. We inspect the words used in a popular board game which has recently produced a New Zealand Edition – Articulate – and comb through these for all loanword uses, drawing comparisons with linguistics research and two popular websites containing lists of “Māori words every New Zealander should know” (Ministry for Culture and Heritage, 2022). We find remarkable overlap between the loanwords used in the board game and the former, but not the latter. The most frequent loanwords included are social culture loanwords, in line with research in other genres. The lack of consistency in spelling and macron usage leads us to believe that board games such as Articulate constitute rich sources for folk perceptions of language varieties, showing that even small-scale corpora can provide inroads into thorny questions regarding perceptions of contact-induced lexical variation.

text: Articulate the Kiwi way: perception insights from a language game corpus This short communication reports on folk perceptions of New Zealand English lexical variation, specifically regarding which Māori loanwords are widely known by New Zealanders. We inspect the words used in a popular board game which has recently produced a New Zealand Edition – Articulate – and comb through these for all loanword uses, drawing comparisons with linguistics research and two popular websites containing lists of “Māori words every New Zealander should know” (Ministry for Culture and Heritage, 2022). We find remarkable overlap between the loanwords used in the board game and the former, but not the latter. The most frequent loanwords included are social culture loanwords, in line with research in other genres. The lack of consistency in spelling and macron usage leads us to believe that board games such as Articulate constitute rich sources for folk perceptions of language varieties, showing that even small-scale corpora can provide inroads into thorny questions regarding perceptions of contact-induced lexical variation.

year: 2024-09-01

title: Synergistic literacies: Fostering critical and technological literacies in teaching legal research methods at the University of Waikato

authors: Havemann, Paul

abstract: Nowadays, new law courses are not approved unless both the "needs analysis" is convincing and the "consumer demand" is certain. Needs and demands today are driven by new pressures for technological literacy accelerated by globalisation and the current revolution in information and communication technologies (ICTs). The popular logic is that new global "knowledge economies" need "knowledge workers" or "wired workers" to labour in the new e-markets for goods and services and to use the burgeoning number and high quality of electronic information databases now essential to legal research. Students are acutely aware of these developments as well as of the highly competitive nature of the contemporary labour market for law graduates. Consequently, students are demanding more "how to" research skills training.
This article puts in context the reasons why, at the University of Waikato, we regard creating synergy between critical and technological literacy as essential for teaching and learning law-in-context research methods, and then describes the curriculum we designed for a legal research methods course in order to trial this approach.
From the start we have been clear that the new course was not just to be a "how to" course, and that we would be concentrating on critical literacy as much as technological literacy. For us, critical literacy is fundamental because it relates to the way in which one analyses the world, a process described as "becoming aware of the underlying structure of conceptions".1 This awareness includes the politics in the architectures that constitute the Internet and the assembly of information accessible on it.
We designed our curriculum for critical literacy around five types of analysis. Our shorthand for this is to call these "the five 'Cs'". Our five interrelated categories for analysis focus on:
 Change - in society, economy and culture
 Concepts - legal and sociological concepts and analytical frameworks
 Critique (and standpoint or perspective) 
 Comparisons (and Contrasts) 
 Contexts.
We argue that, at a minimum, these are the conceptual tools necessary to critique and engage the operation of the law in the context of society, noting especially inequalities and injustices. Throughout the course students are encouraged to harness technological literacy to each dimension of their analysis.
This article consists of two main parts. The first part ("Context and Assumptions") explores in some depth the reasons for the need to teach critical literacy alongside technological literacy. The second part ("The Legal Research Methods Course") describes our efforts to promote the synergy between critical and technological literacies in the context of a fourth year optional course, Legal Research Methods 2000, at the University of Waikato School of Law.

text: Synergistic literacies: Fostering critical and technological literacies in teaching legal research methods at the University of Waikato Nowadays, new law courses are not approved unless both the "needs analysis" is convincing and the "consumer demand" is certain. Needs and demands today are driven by new pressures for technological literacy accelerated by globalisation and the current revolution in information and communication technologies (ICTs). The popular logic is that new global "knowledge economies" need "knowledge workers" or "wired workers" to labour in the new e-markets for goods and services and to use the burgeoning number and high quality of electronic information databases now essential to legal research. Students are acutely aware of these developments as well as of the highly competitive nature of the contemporary labour market for law graduates. Consequently, students are demanding more "how to" research skills training.
This article puts in context the reasons why, at the University of Waikato, we regard creating synergy between critical and technological literacy as essential for teaching and learning law-in-context research methods, and then describes the curriculum we designed for a legal research methods course in order to trial this approach.
From the start we have been clear that the new course was not just to be a "how to" course, and that we would be concentrating on critical literacy as much as technological literacy. For us, critical literacy is fundamental because it relates to the way in which one analyses the world, a process described as "becoming aware of the underlying structure of conceptions".1 This awareness includes the politics in the architectures that constitute the Internet and the assembly of information accessible on it.
We designed our curriculum for critical literacy around five types of analysis. Our shorthand for this is to call these "the five 'Cs'". Our five interrelated categories for analysis focus on:
 Change - in society, economy and culture
 Concepts - legal and sociological concepts and analytical frameworks
 Critique (and standpoint or perspective) 
 Comparisons (and Contrasts) 
 Contexts.
We argue that, at a minimum, these are the conceptual tools necessary to critique and engage the operation of the law in the context of society, noting especially inequalities and injustices. Throughout the course students are encouraged to harness technological literacy to each dimension of their analysis.
This article consists of two main parts. The first part ("Context and Assumptions") explores in some depth the reasons for the need to teach critical literacy alongside technological literacy. The second part ("The Legal Research Methods Course") describes our efforts to promote the synergy between critical and technological literacies in the context of a fourth year optional course, Legal Research Methods 2000, at the University of Waikato School of Law.

year: 2002-01-01

title: Ngā ia nōnoke taketake

authors: Manuirirangi, Hōri

subjects: whātōtō nōnoke mamau

abstract: Tā tēnei tuhinga, he titiro ki ngā kōrero onamata mō ngā mahi nōnoke a te Māori. I mua, whāia ai te nōnoke e ētehi hapori Māori hei koringa tinana, hei tū hākinakina, hei tākaro hoki. Ko te nōnoke, te whātōtō, te taitai me te mamau, he rite katoa. Nō te kuhutanga mai o ngā tini whakaawenga a tauiwi, ka nui hoki te Māori i tahuri ki hākinakina kē. Nāwhai ā ka mimiti te whāia o te nōnoke. Kei tēnei tuhinga, ka āta wetekina ngā kupu me ngā kōrero o te reo nōnoke o mua, arā ngā tohutohu a ngā pāhake e whakaahua ana i ngā tūmomo neke, i ngā whiu me ngā puringa mahia ai e te kaiwhātōtō. Ka arohaehaetia tēnei mea te karakia, te waiata me te pepeha kia kuhuna ai te hinengaro o te kaiwhātōtō e mārama rawa ai te ia o ōna whakaaro, tōna waiaro me tōna whanonga. Waihoki ko ngā pūrākau o mua, kua whakaemia ētehi tauira kia tīroua ngā karere i whaona ki roto. Ko te tino whāinga, ko te whera i ngā rangahau nei kia āta mōhio ki ngā koronga me ngā horopaki whāia ai e te Māori o mua ngā mahi nōnoke.

text: Ngā ia nōnoke taketake Tā tēnei tuhinga, he titiro ki ngā kōrero onamata mō ngā mahi nōnoke a te Māori. I mua, whāia ai te nōnoke e ētehi hapori Māori hei koringa tinana, hei tū hākinakina, hei tākaro hoki. Ko te nōnoke, te whātōtō, te taitai me te mamau, he rite katoa. Nō te kuhutanga mai o ngā tini whakaawenga a tauiwi, ka nui hoki te Māori i tahuri ki hākinakina kē. Nāwhai ā ka mimiti te whāia o te nōnoke. Kei tēnei tuhinga, ka āta wetekina ngā kupu me ngā kōrero o te reo nōnoke o mua, arā ngā tohutohu a ngā pāhake e whakaahua ana i ngā tūmomo neke, i ngā whiu me ngā puringa mahia ai e te kaiwhātōtō. Ka arohaehaetia tēnei mea te karakia, te waiata me te pepeha kia kuhuna ai te hinengaro o te kaiwhātōtō e mārama rawa ai te ia o ōna whakaaro, tōna waiaro me tōna whanonga. Waihoki ko ngā pūrākau o mua, kua whakaemia ētehi tauira kia tīroua ngā karere i whaona ki roto. Ko te tino whāinga, ko te whera i ngā rangahau nei kia āta mōhio ki ngā koronga me ngā horopaki whāia ai e te Māori o mua ngā mahi nōnoke.

year: 2017