title: Critical literacy as an approach to literary study in the multicultural, high-school classroom

authors: Locke, Terry

subjects: critical literacy

abstract: As an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural classroom that take place over two years in 2008-2009. In it we report on a case study where a Year 13 English teacher designed and tested a novel English programme with a reputedly less able and culturally diverse group of final-year students entitled “13 English – Popular Culture”. In it, she guided her students through a range of reading tasks aimed at developing in her students an awareness of ways in which texts position readers to take up certain meanings and not others through the language used. Over the course of the programme, students moved from compliant readers to readers who were sensitized to the manipulative power of texts. They enjoyed being exposed to a variety of theme-related texts, especially when these empowered them by enabling them to deploy their own cultural resources in responding to and challenging the texts they encountered. Students needed careful scaffolding in respect of metalinguistic understanding in order to be able to discuss the specific ways in which language constructs meaning. Indeed, these students struggled with this aspect of a critical literacy approach. However, despite the fact that these students were engaged in high-stakes assessment at a higher level than in the previous year, all gained more NCEA credits than they had in Year 12.

text: Critical literacy as an approach to literary study in the multicultural, high-school classroom As an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural classroom that take place over two years in 2008-2009. In it we report on a case study where a Year 13 English teacher designed and tested a novel English programme with a reputedly less able and culturally diverse group of final-year students entitled “13 English – Popular Culture”. In it, she guided her students through a range of reading tasks aimed at developing in her students an awareness of ways in which texts position readers to take up certain meanings and not others through the language used. Over the course of the programme, students moved from compliant readers to readers who were sensitized to the manipulative power of texts. They enjoyed being exposed to a variety of theme-related texts, especially when these empowered them by enabling them to deploy their own cultural resources in responding to and challenging the texts they encountered. Students needed careful scaffolding in respect of metalinguistic understanding in order to be able to discuss the specific ways in which language constructs meaning. Indeed, these students struggled with this aspect of a critical literacy approach. However, despite the fact that these students were engaged in high-stakes assessment at a higher level than in the previous year, all gained more NCEA credits than they had in Year 12.

year: 2011

title: Assessment of the performance of a turbulence closure model: along the tidally-influenced Kaipara River to the estuary, NZ

authors: Dejeans, Bérengère S.

subjects: turbulence

abstract: The success of many coastal management projects hinges on the ability to predict the dispersal and settling of sediment particles. Hydrodynamic models have enabled the efficient simulation of sediment transport scenarios at large spatial scales and long time scales. However, these models have limited predictive capacity owing to an incomplete understanding of the processes involved. Turbulence has been shown to have a substantial influence on sediment transport by influencing flocculation (i.e. aggregation of particles), hence driving the behaviour of particles (e.g. deposition, erosion, mixing). Turbulence tends to promote aggregation at low shear stresses and cause floc breakups at high shear stresses. However, despite the key role of turbulence in coastal modelling, there is not a unique approach but several methods to describe turbulence, each based on a different combination of assumptions. We present modelling results exploring the performance of one closure scheme implemented in a hydrodynamic and sediment transport model, Delft3D. The assessment of the performance of the model is based on comparisons with measured data collected in the heavily sediment-laden Kaipara river, New Zealand. Data was collected in October 2013 using Lagrangian “flocdrifter” platforms released at multiple locations to capture both hydrodynamic and sediment data. In general the model was found to be able to reproduce the right order of magnitude of dissipation rates. However, turbulence characteristics in some sections of the river, usually in the vicinity of abrupt bends, are relatively poorly reproduced. Future work will aim to use the present model to improve the conceptual understanding of fundamental physical processes, in particular the effect of turbulence on flocculation, and floc formation and breakup in estuarine and riverine systems.

text: Assessment of the performance of a turbulence closure model: along the tidally-influenced Kaipara River to the estuary, NZ The success of many coastal management projects hinges on the ability to predict the dispersal and settling of sediment particles. Hydrodynamic models have enabled the efficient simulation of sediment transport scenarios at large spatial scales and long time scales. However, these models have limited predictive capacity owing to an incomplete understanding of the processes involved. Turbulence has been shown to have a substantial influence on sediment transport by influencing flocculation (i.e. aggregation of particles), hence driving the behaviour of particles (e.g. deposition, erosion, mixing). Turbulence tends to promote aggregation at low shear stresses and cause floc breakups at high shear stresses. However, despite the key role of turbulence in coastal modelling, there is not a unique approach but several methods to describe turbulence, each based on a different combination of assumptions. We present modelling results exploring the performance of one closure scheme implemented in a hydrodynamic and sediment transport model, Delft3D. The assessment of the performance of the model is based on comparisons with measured data collected in the heavily sediment-laden Kaipara river, New Zealand. Data was collected in October 2013 using Lagrangian “flocdrifter” platforms released at multiple locations to capture both hydrodynamic and sediment data. In general the model was found to be able to reproduce the right order of magnitude of dissipation rates. However, turbulence characteristics in some sections of the river, usually in the vicinity of abrupt bends, are relatively poorly reproduced. Future work will aim to use the present model to improve the conceptual understanding of fundamental physical processes, in particular the effect of turbulence on flocculation, and floc formation and breakup in estuarine and riverine systems.

year: 2017

title: Bilingual/Immersion education: Indicators of good practice

authors: May, Stephen

subjects: Maori

abstract: Based on a review of national and international research on bilingualism and bilingual/immersion education, this report explores effective approaches for bilingual education. While the focus was on Māori-medium education, the indicators of good practice can also be applied to other bilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.

text: Bilingual/Immersion education: Indicators of good practice Based on a review of national and international research on bilingualism and bilingual/immersion education, this report explores effective approaches for bilingual education. While the focus was on Māori-medium education, the indicators of good practice can also be applied to other bilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.

year: 2004