title: An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

authors: Coll, Richard K.

subjects: postsecondary

abstract: This article describes a three‐sector, national research project that investigated the integration aspect of work‐integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic‐workplace learning. The research constituted a series of collective case studies, and there were two main data sources — interviews with three stakeholder groups (namely employers, students, and co‐op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off‐campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off‐campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on‐ and off‐campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals.

text: An exploration of the pedagogies employed to integrate knowledge in work-integrated learning This article describes a three‐sector, national research project that investigated the integration aspect of work‐integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic‐workplace learning. The research constituted a series of collective case studies, and there were two main data sources — interviews with three stakeholder groups (namely employers, students, and co‐op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off‐campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off‐campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on‐ and off‐campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals.

year: 2011

title: Modified Output in Response to Clarification Requests and Second Language

authors: Ogino, Masayoshi

subjects: second language acquisition

abstract: Modified output, second language (L2) learners' reformulation of their own utterances, has been attracting researchers' interest as an important component of learner interactions, and as a manifestation of interlanguage development and psycholinguistic processing. 

The output hypothesis (Swain, 1985, 1993, 1995, 2005) claims that the act of production constitutes part of the process of L2 learning in terms of noticing, hypothesis testing and metalinguistic functions.  This hypothesis has been used as a theoretical framework to investigate the relationship between modified output and L2 learning (e.g., McDonough, 2001, 2005; Nobuyoshi  Ellis, 1993; O'Relly, Flatiz,  Kromrey, 2001; Takashima  Ellis, 1999).  However, the empirical evidence from these studies does not yet appear to confirm unequivocally that the production of modified output facilitates L2 learning. 

The present study further explored the impact of modified output on L2 learning, by means of an experimental pre-test, post-test and delayed-post design.  The production of modified output was triggered by one type of implicit feedback, clarification requests.  The data were collected from 28 undergraduate students who were learning Japanese as a foreign language.  The target linguistic feature was the negation of adjectives in Japanese, and a total of 1,011 negations were elicited and analysed.  The impact of modified output on L2 learning was measured in two different aspects of potential outcomes of modified output (i.e., grammatical accuracy and interlanguage development).  In addition, the study investigated whether the non-targetlike forms which participants previously modified were then produced in the subsequent situations of use.  

The output hypothesis was originally framed in terms of the relationship between output and grammatical accuracy, but the findings of the current study suggest that production of modified output in response to clarification requests may facilitate the progress of interlanguage development towards targetlike use even when its immediate impact on grammatical accuracy may not be observed.  Therefore, the present study lends at least partial support to the claim of the output hypothesis.

The results did not clearly demonstrate whether or not production of modified output might sensitise learners to avoid the use of the same non-targetlike form that they have previously modified.  This indicates a possibility of the limited role of production of modified output in L2 learning, and suggests that the follow-up feedback to learners' modified output may be necessary to maximise the impact of modified output in facilitating L2 learning.

text: Modified Output in Response to Clarification Requests and Second Language Modified output, second language (L2) learners' reformulation of their own utterances, has been attracting researchers' interest as an important component of learner interactions, and as a manifestation of interlanguage development and psycholinguistic processing. 

The output hypothesis (Swain, 1985, 1993, 1995, 2005) claims that the act of production constitutes part of the process of L2 learning in terms of noticing, hypothesis testing and metalinguistic functions.  This hypothesis has been used as a theoretical framework to investigate the relationship between modified output and L2 learning (e.g., McDonough, 2001, 2005; Nobuyoshi  Ellis, 1993; O'Relly, Flatiz,  Kromrey, 2001; Takashima  Ellis, 1999).  However, the empirical evidence from these studies does not yet appear to confirm unequivocally that the production of modified output facilitates L2 learning. 

The present study further explored the impact of modified output on L2 learning, by means of an experimental pre-test, post-test and delayed-post design.  The production of modified output was triggered by one type of implicit feedback, clarification requests.  The data were collected from 28 undergraduate students who were learning Japanese as a foreign language.  The target linguistic feature was the negation of adjectives in Japanese, and a total of 1,011 negations were elicited and analysed.  The impact of modified output on L2 learning was measured in two different aspects of potential outcomes of modified output (i.e., grammatical accuracy and interlanguage development).  In addition, the study investigated whether the non-targetlike forms which participants previously modified were then produced in the subsequent situations of use.  

The output hypothesis was originally framed in terms of the relationship between output and grammatical accuracy, but the findings of the current study suggest that production of modified output in response to clarification requests may facilitate the progress of interlanguage development towards targetlike use even when its immediate impact on grammatical accuracy may not be observed.  Therefore, the present study lends at least partial support to the claim of the output hypothesis.

The results did not clearly demonstrate whether or not production of modified output might sensitise learners to avoid the use of the same non-targetlike form that they have previously modified.  This indicates a possibility of the limited role of production of modified output in L2 learning, and suggests that the follow-up feedback to learners' modified output may be necessary to maximise the impact of modified output in facilitating L2 learning.

year: 2008

title: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

authors: Bishop, Russell

subjects: Te Kotahitanga Project

abstract: Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

text: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

year: 2012