title: Deconstructing the instrumental/identity divide in language policy debates

authors: May, Stephen

subjects: language policy

abstract: Debates about language and literacy policies are increasingly constructed at national levels in relation to their potential contribution to the ‘knowledge economy’, and to the ability of nation-states to compete economically in an increasingly globalised world. Invariably, this instrumental approach to language privileges the role of English as the current world language. Thus, in contexts where English is not spoken as a first language, English is increasingly viewed as the most important and/or useful additional language. In English-dominant contexts, monolingualism in English is seen as being a sufficient, even an ideal language model, while literacy in English comes to
stand for literacy (and related social mobility) per se. Where other languages are countenanced at all in these latter contexts, the instrumentalist approach continues to dominate, with so-called international and/or trading languages being constructed as the languages other than English most worth learning, or perhaps even as the only other languages worth learning.

The growing dominance of economistic, instrumental approaches to language policy, and the valorisation of English that is associated with them, clearly militate against ongoing individual and societal multilingualism. The languages most at risk here are so-called minority languages, particularly indigenous languages. In the new globalised world dominated by English, and where the perceived ‘usefulness’ of language is elided with language value, such languages are increasingly constructed as having neither. This paper deconstructs and critiques this positioning of indigenous and other minority languages, along with the wider instrumentality of much language
and literacy policy of which it forms a part. In light of this, it also explores how such languages can be actively, justifiably and effectively maintained and promoted, particularly in English-dominant contexts.

text: Deconstructing the instrumental/identity divide in language policy debates Debates about language and literacy policies are increasingly constructed at national levels in relation to their potential contribution to the ‘knowledge economy’, and to the ability of nation-states to compete economically in an increasingly globalised world. Invariably, this instrumental approach to language privileges the role of English as the current world language. Thus, in contexts where English is not spoken as a first language, English is increasingly viewed as the most important and/or useful additional language. In English-dominant contexts, monolingualism in English is seen as being a sufficient, even an ideal language model, while literacy in English comes to
stand for literacy (and related social mobility) per se. Where other languages are countenanced at all in these latter contexts, the instrumentalist approach continues to dominate, with so-called international and/or trading languages being constructed as the languages other than English most worth learning, or perhaps even as the only other languages worth learning.

The growing dominance of economistic, instrumental approaches to language policy, and the valorisation of English that is associated with them, clearly militate against ongoing individual and societal multilingualism. The languages most at risk here are so-called minority languages, particularly indigenous languages. In the new globalised world dominated by English, and where the perceived ‘usefulness’ of language is elided with language value, such languages are increasingly constructed as having neither. This paper deconstructs and critiques this positioning of indigenous and other minority languages, along with the wider instrumentality of much language
and literacy policy of which it forms a part. In light of this, it also explores how such languages can be actively, justifiably and effectively maintained and promoted, particularly in English-dominant contexts.

year: 2005

title: Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing

authors: Neumann, Melanie Jane

subjects: grammar

abstract: In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered a resurgence of interest on the world stage as it has done within the research and educational communities of New Zealand (Hudson, 2004; Andrews, Torgerson, Beverton, Locke, Low, Robinson & Zhu 2004; Gordon, 2005; Locke, 2010; Myhill, Jones, Lines & Watson, 2012). 

Various contemporary studies into teachers’ understandings of grammar and the ways it is taught have utilised the knowledge and experiences of ESL (English as a Second Language) and pre-service teachers (Borg, 1999, 2001; Farrell, 1999; Burgess, Turvey & Quarshie, 2000; Nicholson, 2007; Harper & Rennie, 2008; Basturkmen, 2010). Some studies have emphasised linguistic elements related to the teaching of reading and spelling (Nicholson, 2007; Stainthorp, 2010; Cheesman, McGuire, Shankweiler & Coyne, 2009). However, there appears to be little research involving practising teacher participants, with a specific focus on grammar and its relationship to the teaching of writing. 

This study explores the broad grammatical knowledge and teaching practices within writing of in-service, generalist teachers of intermediate-aged (year 7 and 8) children. It addresses issues of importance regarding the grammatical understandings, beliefs and teaching practices of teachers within a specific New Zealand educational context. A mixed methods approach to gathering data was utilised in this study. A survey involving 26 year 7 and 8 intermediate school teachers was implemented, followed by a series of semi-structured interviews with a sub-group of six of these participants.

The findings of this case study strongly suggest that, although many of the participants were uncertain of how to define grammar and lacked confidence in teaching grammar, their understandings and teaching pedagogies were stronger than they had perceived them to be. A clear majority of participants considered grammatical instruction to be important in improving student writing outcomes, and most revealed that this was an element included within their teaching practices. Findings also indicate that teachers experience distinct limitations in developing their understandings around grammar and grammatical instruction and that their perception of these limitations affects their confidence in teaching grammar. 

This study also points to a lack of conformity or standard of learning around teacher professional development in grammar. Moving forward, it would be interesting to determine whether there is, in fact, any form of standardised training around the teaching of grammar within and/or across other New Zealand schools, and what this might look like.

Evidence from this study suggests that we need to understand more about what New Zealand teachers know about grammar and the teaching of grammar, specifically within school and classroom writing programmes. Future studies in this vein would benefit from including an element of observation as a methodological tool to help validate reported findings, particularly when investigating teachers’ approaches to teaching grammar.

text: Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing In recent times, and in fact over the past five decades, the importance of teachers’ knowledge of grammar and the teaching of grammar has encountered a resurgence of interest on the world stage as it has done within the research and educational communities of New Zealand (Hudson, 2004; Andrews, Torgerson, Beverton, Locke, Low, Robinson & Zhu 2004; Gordon, 2005; Locke, 2010; Myhill, Jones, Lines & Watson, 2012). 

Various contemporary studies into teachers’ understandings of grammar and the ways it is taught have utilised the knowledge and experiences of ESL (English as a Second Language) and pre-service teachers (Borg, 1999, 2001; Farrell, 1999; Burgess, Turvey & Quarshie, 2000; Nicholson, 2007; Harper & Rennie, 2008; Basturkmen, 2010). Some studies have emphasised linguistic elements related to the teaching of reading and spelling (Nicholson, 2007; Stainthorp, 2010; Cheesman, McGuire, Shankweiler & Coyne, 2009). However, there appears to be little research involving practising teacher participants, with a specific focus on grammar and its relationship to the teaching of writing. 

This study explores the broad grammatical knowledge and teaching practices within writing of in-service, generalist teachers of intermediate-aged (year 7 and 8) children. It addresses issues of importance regarding the grammatical understandings, beliefs and teaching practices of teachers within a specific New Zealand educational context. A mixed methods approach to gathering data was utilised in this study. A survey involving 26 year 7 and 8 intermediate school teachers was implemented, followed by a series of semi-structured interviews with a sub-group of six of these participants.

The findings of this case study strongly suggest that, although many of the participants were uncertain of how to define grammar and lacked confidence in teaching grammar, their understandings and teaching pedagogies were stronger than they had perceived them to be. A clear majority of participants considered grammatical instruction to be important in improving student writing outcomes, and most revealed that this was an element included within their teaching practices. Findings also indicate that teachers experience distinct limitations in developing their understandings around grammar and grammatical instruction and that their perception of these limitations affects their confidence in teaching grammar. 

This study also points to a lack of conformity or standard of learning around teacher professional development in grammar. Moving forward, it would be interesting to determine whether there is, in fact, any form of standardised training around the teaching of grammar within and/or across other New Zealand schools, and what this might look like.

Evidence from this study suggests that we need to understand more about what New Zealand teachers know about grammar and the teaching of grammar, specifically within school and classroom writing programmes. Future studies in this vein would benefit from including an element of observation as a methodological tool to help validate reported findings, particularly when investigating teachers’ approaches to teaching grammar.

year: 2016

title: eDNA-based detection of New Zealand freshwater mussel (kākahi) populations using digital PCR

authors: Ferris, Kelsey

subjects: eDNA

abstract: Globally, freshwater mussels are one of the most endangered taxa due to pollution, nutrient loading, habitat fragmentation, and species introduction attributable to anthropogenic activities. New Zealand freshwater mussels (kākahi) are ecological engineers and integral species in freshwater ecosystems. However, kākahi populations are expected to decline 70% by 2024 in part due to their unique reproductive cycle involving an obligatory phoretic relationship with declining native fish. Kākahi distribution and abundance throughout New Zealand is poorly understood due to time-consuming surveying techniques of concealed and morphologically cryptic species. A rapid and reliable method is required for the detection and identification of these ‘Threatened’ kākahi populations for conservation and management. Therefore, this study aimed to i) validate an environmental DNA (eDNA) based detection method for New Zealand freshwater mussels using digital PCR (dPCR); ii) determine the most appropriate sampling season for kākahi eDNA; and iii) determine whether eDNA could be used to detect effects of fish barriers on kākahi distribution.
In vivo trials determined that filtration of field samples within 24 hours of collection minimised eDNA degradation and that prefiltration effectively removed inhibitory detritus and glochidia. The lowest concentration of eDNA which could accurately be detected to infer abundance (≥3.2 copies/µL) or presence (0.32-3.19 copies/µL) of kākahi eDNA was determined.  Duplicate field samples were collected from the Waingaro River and Kahuhuru Stream at sites downstream of fish barriers and upstream of low-flow or all-flow barriers in December, May, and August to investigate spatial and temporal variation in eDNA concentrations. As hypothesised, December was the most effective month to sample, yielding the highest eDNA concentrations due to reduced dilution and heightened water temperatures. Based on eDNA, kākahi species distribution did not appear correlated with fish barriers, but all-flow barriers likely impeded fish host movement to significantly reduce the total kākahi eDNA concentrations found upstream. 
eDNA detection can be used by regional councils to effectively infer presence/absence of kākahi populations and direct further conventional surveying efforts to the most impactful locations. This method allows rapid determination of distribution and densities at a national scale to aid conservation management of this taonga (treasured) species.

text: eDNA-based detection of New Zealand freshwater mussel (kākahi) populations using digital PCR Globally, freshwater mussels are one of the most endangered taxa due to pollution, nutrient loading, habitat fragmentation, and species introduction attributable to anthropogenic activities. New Zealand freshwater mussels (kākahi) are ecological engineers and integral species in freshwater ecosystems. However, kākahi populations are expected to decline 70% by 2024 in part due to their unique reproductive cycle involving an obligatory phoretic relationship with declining native fish. Kākahi distribution and abundance throughout New Zealand is poorly understood due to time-consuming surveying techniques of concealed and morphologically cryptic species. A rapid and reliable method is required for the detection and identification of these ‘Threatened’ kākahi populations for conservation and management. Therefore, this study aimed to i) validate an environmental DNA (eDNA) based detection method for New Zealand freshwater mussels using digital PCR (dPCR); ii) determine the most appropriate sampling season for kākahi eDNA; and iii) determine whether eDNA could be used to detect effects of fish barriers on kākahi distribution.
In vivo trials determined that filtration of field samples within 24 hours of collection minimised eDNA degradation and that prefiltration effectively removed inhibitory detritus and glochidia. The lowest concentration of eDNA which could accurately be detected to infer abundance (≥3.2 copies/µL) or presence (0.32-3.19 copies/µL) of kākahi eDNA was determined.  Duplicate field samples were collected from the Waingaro River and Kahuhuru Stream at sites downstream of fish barriers and upstream of low-flow or all-flow barriers in December, May, and August to investigate spatial and temporal variation in eDNA concentrations. As hypothesised, December was the most effective month to sample, yielding the highest eDNA concentrations due to reduced dilution and heightened water temperatures. Based on eDNA, kākahi species distribution did not appear correlated with fish barriers, but all-flow barriers likely impeded fish host movement to significantly reduce the total kākahi eDNA concentrations found upstream. 
eDNA detection can be used by regional councils to effectively infer presence/absence of kākahi populations and direct further conventional surveying efforts to the most impactful locations. This method allows rapid determination of distribution and densities at a national scale to aid conservation management of this taonga (treasured) species.

year: 2020