title: Language use and the instructional strategies of Grade 3 teachers to support 'bridging' in Papua New Guinea

authors: Franken, Margaret

subjects: multilingual education

abstract: For over a decade, the Department of Education in Papua New Guinea (PNG) has adopted vernacular education as a way of ensuring that the educational experiences of children in schools draw on the cultural and linguistic knowledge they bring to the classroom. In PNG, there are many potential vernaculars - apart from the local languages, there are Tok Pisin and Hiri Motu. The policy advocates 'bridging' as an instructional strategy. While the term is used extensively by teachers, it is unclear what teachers think it entails and how they enact bridging. This small-scale exploratory study documents the views of a group of Grade 3 teachers in the East New Britain region and provides observations of their bridging strategies. While the teachers are not particularly supportive of vernacular education, they report on and use instructional strategies that include translation, metalinguistic comparison, contrast and elaboration. The teachers make much use of elicitation to encourage children to articulate their understanding of English, and they demonstrate flexible and dynamic use of languages in their classrooms. The fact that the study recorded no use of the local languages suggests that systematic follow-up of policy in practice is much needed, together with more in-depth research.

text: Language use and the instructional strategies of Grade 3 teachers to support 'bridging' in Papua New Guinea For over a decade, the Department of Education in Papua New Guinea (PNG) has adopted vernacular education as a way of ensuring that the educational experiences of children in schools draw on the cultural and linguistic knowledge they bring to the classroom. In PNG, there are many potential vernaculars - apart from the local languages, there are Tok Pisin and Hiri Motu. The policy advocates 'bridging' as an instructional strategy. While the term is used extensively by teachers, it is unclear what teachers think it entails and how they enact bridging. This small-scale exploratory study documents the views of a group of Grade 3 teachers in the East New Britain region and provides observations of their bridging strategies. While the teachers are not particularly supportive of vernacular education, they report on and use instructional strategies that include translation, metalinguistic comparison, contrast and elaboration. The teachers make much use of elicitation to encourage children to articulate their understanding of English, and they demonstrate flexible and dynamic use of languages in their classrooms. The fact that the study recorded no use of the local languages suggests that systematic follow-up of policy in practice is much needed, together with more in-depth research.

year: 2011

title: Phenomenology of hydromagnetic turbulence in a uniformly expanding medium

authors: Matthaeus, William H.

abstract: A simple phenomenology is developed for the decay and transport of turbulence in a constant-speed, uniformly expanding medium. The fluctuations are assumed to be locally incompressible, and either of the hydrodynamic or non-Alfvénic magnetohydrodynamic (MHD) type. In order to represent local effects of nonlinearities, a simple model of the Kaármá-Dryden type for locally homogeneous turbulent decay is adopted. A detailed discussion of the parameters of this familiar one-point hydrodynamic closure is given, which has been shown recently to be applicable to non-Alfvénic MHD as well. The effects of the large-scale flow and expansion are incorporated using a two-scale approach, in which assumptions of particular turbulence symmetries provide simplifications. The derived model is tractable and provides a basis for understanding turbulence in the outer heliosphere, as well as in other astrophysical applications.

text: Phenomenology of hydromagnetic turbulence in a uniformly expanding medium A simple phenomenology is developed for the decay and transport of turbulence in a constant-speed, uniformly expanding medium. The fluctuations are assumed to be locally incompressible, and either of the hydrodynamic or non-Alfvénic magnetohydrodynamic (MHD) type. In order to represent local effects of nonlinearities, a simple model of the Kaármá-Dryden type for locally homogeneous turbulent decay is adopted. A detailed discussion of the parameters of this familiar one-point hydrodynamic closure is given, which has been shown recently to be applicable to non-Alfvénic MHD as well. The effects of the large-scale flow and expansion are incorporated using a two-scale approach, in which assumptions of particular turbulence symmetries provide simplifications. The derived model is tractable and provides a basis for understanding turbulence in the outer heliosphere, as well as in other astrophysical applications.

year: 1996

title: The use of Māori words in National Science Challenge online discourse

authors: Calude, Andreea S.

subjects: Maori loanwords

abstract: New Zealand English is well-known for its heavy borrowing of words from Māori. This lexical component, unique to New Zealand English alone has been studied intensely over the last 50 years, particularly in newspaper media. Current research suggests the use is still increasing today, primarily in Māori-related contexts. Here, we analyse a surprising and unexpected use of Māori loanwords in science digital discourse (neither genre being previously investigated), where we discover a strong presence of Māori borrowings in National Science Challenge website and Twitter content. Using corpus linguistics methods, we argue that the use of Māori loanwords in this genre functions as a national identity building tool, used by various authors to signal that the ‘challenges’ the country faces are uniquely New Zealand’s ‘challenges’.

text: The use of Māori words in National Science Challenge online discourse New Zealand English is well-known for its heavy borrowing of words from Māori. This lexical component, unique to New Zealand English alone has been studied intensely over the last 50 years, particularly in newspaper media. Current research suggests the use is still increasing today, primarily in Māori-related contexts. Here, we analyse a surprising and unexpected use of Māori loanwords in science digital discourse (neither genre being previously investigated), where we discover a strong presence of Māori borrowings in National Science Challenge website and Twitter content. Using corpus linguistics methods, we argue that the use of Māori loanwords in this genre functions as a national identity building tool, used by various authors to signal that the ‘challenges’ the country faces are uniquely New Zealand’s ‘challenges’.

year: 2019