Recent Efforts to maintain the Maori language by Ngati Kahungunu

1999 ◽  
Vol 10 (1) ◽  
pp. 47-53
Author(s):  
Joseph Selwyn Te Rito

ABSTRACTA survey of the Maori Language in the 1970's indicated that only 18% of the Maori population of New Zealand were fluent speakers of the language. A survey in 1995 indicated that this had dropped to only 8%! The Ngati Kahungunu, like other tribes have long realized the impact of the onslaught of the English language. As with other indigenous and minority cultures throughout the world, they realize the urgency of the problem of potential death of their language. With the knowledge that the language has such a pivotal part to play in the total culture of any people, Ngati Kahungunu have adopted a “just do it” approach to language revitalisation strategies. This paper looks at some of the initiatives recently and presently carried out by Ngati Kahungunu to save its language from extinction. The paper also particularly highlights the methodology of “rumaki” or total immersion teaching of all subjects in the Maori language.

Author(s):  
James H. Liu ◽  
Felicia Pratto

Colonization and decolonization are theorized at the intersection of Critical Junctures Theory and Power Basis Theory. This framework allows human agency to be conceptualized at micro-, meso-, and macro-levels, where individuals act on behalf of collectives. Their actions decide whether critical junctures in history (moments of potential for substantive change) result in continuity (no change), anchoring (continuity amid change with new elements), or rupture. We apply this framework to European colonization of the world, which is the temporal scene for contemporary social justice. Several critical junctures in New Zealand history are analyzed as part of its historical trajectory and narrated through changes in its symbology (system of meaning) and technology of state, as well as the identity space it encompasses (indigenous Māori and British colonizers). The impact of this historical trajectory on the social structure of New Zealand, including its national identity and government, is considered and connected to the overarching theoretical framework.


2019 ◽  
pp. 177-185
Author(s):  
Nadežda Stojković

In the huge and most diverse discussion on the influence of the English language as a second, international, or bridge language, there are distinctive voices drawing attention to the fact that this language as nowadays so widely used in innumerable contexts, is no longer ‘owned’ by the community of speakers to whom it is mother language, those primarily of the countries from where English language originates. Moreover, the number of people speaking, or rather using English language today either as their second or foreign language, by far outnumbers people to whom it is native. Situation being such, it is further claimed the concept of ‘standard English’ reflects inherent inequality stance, for if it belongs to everyone speaking it, then insisting on the supremacy on only one of its variants means placing all those speakers of it in a subdued position, and this possibly being yet another facet of English an agent of neocolonialism and globalization (Pennycook 1998, Phillipson 1992). The spread of the English language has been much investigated as oppressive to the formation and expression of personal and collective identities, degrading national languages and through globalization diminishing the impact of local cultures (Bhaba 1990), that it challenges cultures and discourses, being the impetus for continuous re-codification and re-colonisation (Foucault 1980). However, equally significant in relevance and number, the opposing views claim English today offers an expanded community of users enabling new ways of expressing, changing, negotiating voices that offer chances for cultural renewal and exchange around the world, that the awareness of this brings “decolonizing of the colonizers mind” (Penycook 2013). Taking the flip side of the situation, English language natives are noted to be in a paradoxical situation of being expatriates from their own language, themselves “co-victims” (Bratlinger 1990). This insurgent knowledge of the status of English language today is certainly to instigate further investigation, ‘writing back’ of what ontology this language now embodies.


2019 ◽  
Vol 72 ◽  
pp. 279
Author(s):  
David A.J. Teulon ◽  
John M. Kean ◽  
Karen F. Armstrong

Fruit flies (Family Tephritidae), in particular the Queensland fruit fly (Bactrocera tryoni; QFF), areone of the biggest biosecurity risks for New Zealand horticulture. New Zealand has one of the bestscience-based biosecurity systems in the world, based on years of experience and sound research. Theintroduction of fruit flies to New Zealand is now well managed in commercial fruit imports, but the riskis rising from growing trade and travel and, in the case of QFF, climatic adaptation and spread to moresouthern localities. Smarter solutions are continually needed to manage this increasing risk, and to dealwith such pests when they arrive. We present a brief summary of current and anticipated research aimedat reducing the likelihood of entry into New Zealand and/or minimising the impact for the fruit flyspecies of greatest threat to New Zealand. Research spans risk assessment, pathway risk management,diagnostics, surveillance and eradication.


eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Ariel Karlinsky ◽  
Dmitry Kobak

Comparing the impact of the COVID-19 pandemic between countries or across time is difficult because the reported numbers of cases and deaths can be strongly affected by testing capacity and reporting policy. Excess mortality, defined as the increase in all-cause mortality relative to the expected mortality, is widely considered as a more objective indicator of the COVID-19 death toll. However, there has been no global, frequently-updated repository of the all-cause mortality data across countries. To fill this gap, we have collected weekly, monthly, or quarterly all-cause mortality data from 94 countries and territories, openly available as the regularly-updated World Mortality Dataset. We used this dataset to compute the excess mortality in each country during the COVID-19 pandemic. We found that in several worst-affected countries (Peru, Ecuador, Bolivia, Mexico) the excess mortality was above 50% of the expected annual mortality. At the same time, in several other countries (Australia, New Zealand) mortality during the pandemic was below the usual level, presumably due to social distancing measures decreasing the non-COVID infectious mortality. Furthermore, we found that while many countries have been reporting the COVID-19 deaths very accurately, some countries have been substantially underreporting their COVID-19 deaths (e.g. Nicaragua, Russia, Uzbekistan), sometimes by two orders of magnitude (Tajikistan). Our results highlight the importance of open and rapid all-cause mortality reporting for pandemic monitoring.


2018 ◽  
Vol 71 ◽  
pp. 140-150 ◽  
Author(s):  
David A.J. Teulon ◽  
Bingqin Xu

Brown marmorated stink bug (BMSB), native to Asia including China, is a major invasive horticultural and crop pest in North America and Europe, and now threatens the southern hemisphere. BMSB has not established in New Zealand although it is regularly intercepted at its borders. Relatively little is known about the impact of BMSB on kiwifruit, an important horticultural crop in New Zealand; at least in English language literature. Searches were conducted in the Chinese National Knowledge Infrastructure (CNKI) platform using Chinese characters for BMSB (茶翅蝽) and kiwifruit (猕猴桃), and also in English, in international platforms. We identified 17 and eight publications, respectively, indicating that BMSB and yellow spotted stinkbug (YSSB) (麻皮蝽 and 黄斑蝽) are major pests of kiwifruit in China. Little information on BMSB or YSSB and their pest status in kiwifruit was found in English language searches in international platforms. Searching Chinese databases with Chinese characters in combination with searches in international databases is necessary to ensure comprehensive coverage for biosecurity risk assessment.


2018 ◽  
Vol 9 (5) ◽  
pp. 111
Author(s):  
Zakeya Sultana

Feeling of anxiety is exceedingly experienced by the English language learners throughout the world. Though the impact of anxiety on learning and performing in English has been widely studied in United States, Canada, Japan, Taiwan and many other countries; this present study, in contrast, tries to find out the reasons of anxiety in learning and performing English in the classes among the Bangladeshi cadet college students. Data has been collected through questionnaire from 30 participants from different cadet colleges in Bangladesh. Finally 10 students (one third of the total participants) were interviewed to get supportive data on their responses. An analysis of their responses indicate that preoccupied fear, peers’ parents’ and teachers’ reactions (sometimes)hold the participants back to flourish and express themselves properly. The responses of the participants quite clearly show that peers’, parents’ as well as preceptors’ amiable attitude towards the learners can pave the way for anxiety free learning and performance. So the findings can clearly facilitate both the students and the teachers in this respect.


2016 ◽  
Vol 11 (1) ◽  
pp. 182-188 ◽  
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Raj Pahari ◽  
Jai Raj Awasthi

The present article highlights the importance of the English language in the career of the students of engineering both in global and local contexts. The main objective of this article is to explore the impact of English language on the career of the students of engineering all over the world in general and in Nepal in particular. Based primarily on the literature review for the necessary data, it reveals the fact that the English language is a most essential language for the students of engineering  not only in Nepal but it is equally relevant in the global context as well. It suggests that there is widespread application of English language in the feld of engineering. Journal of the Institute of Engineering, 2015, 11(1): 182-188


2021 ◽  
Author(s):  
◽  
Belinda M Hayes

<p>In recent years, the impact of major tests and examinations on language teaching and learning has become an area of significant interest for testers and teachers alike. One aspect of test impact is washback, which is traditionally described as the negative effects that result from a test. It is said to create a narrowing of the curriculum in the classroom so that teachers and learners focus solely on the areas to be tested. On the other hand, there have been attempts to generate positive washback by means of examination reform to encourage teachers and learners to adopt more modern communicative approaches to language learning. The test that is the subject of the present study is the International English Language Testing System (IELTS), which has become the preferred method of assessing the English language proficiency of international students seeking admission into tertiary institutions in many countries. Since its introduction into New Zealand in 1991, courses which claim to prepare students for the test have become an increasingly common feature of the programmes offered by both private and public sector language schools. This study investigated the washback effect of the test by studying three IELTS preparation courses offered by language schools at public tertiary institutions in Auckland. The aim was to identify the significant activities in an IELTS preparation class in New Zealand and establish whether there was evidence of washback in the way classes were designed and delivered. Various forms of data-gathering were utilised, including two structured observation instruments, questionnaires and interviews for the teachers, two questionnaires for the students, and pre- and post-testing of the students. In addition, an analysis was made of IELTS preparation textbooks, with particular reference to those which were sources of materials for the three courses. Thus, the study provided a detailed account of the range and duration of activities occurring in IELTS preparation courses as well as insight into the teachers' approach to selecting appropriate lesson content and teaching methods. The findings showed markedly different approaches between the courses, with two focusing almost exclusively on familiarising students with the test and providing them with practice on test tasks. On the other hand, the third course, while including some test practice, took a topic-based approach and differed from the others in the amount of time spent on the types of activities one might expect to find in a communicative classroom. Pre- and post-testing revealed no significant gain in overall IELTS scores during the courses. The study concludes that teachers who design and deliver IELTS preparation courses are constrained by a combination of factors of which IEITS itself is but one. It highlights the need for further research into appropriate methodologies for washback research, including the refinement and validation of observation instruments, and provides more evidence of the complex impact of tests on both classroom teaching and learning.</p>


Author(s):  
A. Naresh Kumar ◽  
Dr. C. Deepa

English is respectfully addressed as the Global Language. It is also the Link Language of the world. It is even the Richest Language among all world languages. But, it is just 1500 years old. In spite of its late coming, it has spread to every nook and corner. English is not a native language of India. Even then, it is one of the Official Languages of the country. The British had the honour of bringing their Language. In 1830’s English had been declared as the Medium of Instruction in all the Centres of Learning within the country. With the establishment of Universities in 1857, English had gained its national importance and popularity. The journey of English had been like a cake walk. The age of English is almost the age of Islam. Both had their splendid origin in the later part of the 6th Century. One has conquered the world and the other has carved a golden niche in the hearts of Millions and Millions The English Missionaries started to arrive in India in 1810s. They planted the seeds of English on the soil of India. It was Lord Macaulay who transformed English into a Language of India. He made English compulsory in Schools and Universities. The impact was so powerful that almost all the Colleges and Universities had switched over to English Medium. And to-day, its impact has mesmerized the Language into the heart and soul of most of the Official Correspondence in the Country. Its influence is so magnetic in India that it has become the official Language of States like Meghalaya and Nagaland and so on. Every language has its own pride of place. All languages are to be loved and respected. It is because language is the basis to strengthen the fraternal ties. This is why Pandit Jawaharlal Nehru had rightly said, `If you want to pen a lynic, do it in Urdu, If you want to deliver a speech, do it in Tamil, If you want to draft a love-letter, do it in Telugu, If two of you want to converse, do it in Kannada, If you want to conquer the world, do it with English,’ And therefore, every language has its own beauty and importance. Let us love all Languages. Let us learn as many Languages as possible. Let us get together by our Languages. Let all Languages be bridges of connectivity and not walls of separation. More so, it is with English. Let us learn more English and more of English. English is the link language of the world. It is a bridge that connects Countries and Continents. English has so many beauties of its own. They all have transformed it into the Global Language. Its vocabulary is rich. Its grammar is simple. It style is superb. It fits into any language. It wins respect to the Speaker. It gets him popularity. It is the window on the world. Its doors are always kept open. It is secular in spirit. It doesn’t segregate but only unites. It is not like a closed parachute. It is like an open umbrella. Standard books in all subjects are mainly in English. Every country has its own language. But with the native language, no country can establish friendly ties with other countries. This is one reason why the Heads of Nations depend on the Translators. And most of this Official Transaction is carried through English. But exceptions are there like China or Japan. And therefore, Governments of even small islands have switched over to English. This helps them to strengthen their links with advanced countries like America, England, Australia and New Zealand. But, in spite of its popularity, English is not the largest spoken language in the world. It is the Third widely spoken language. Even then, it has its supremacy over all other languages. This supremacy has made English the Global Language. Many of the Indian Languages are older than English. But, they have not crossed the frontiers of their own States. It is because we are not so patriotic as far as our Languages are concerned. We love the Country. We love our State. We love all People. We love our Language. But, we don’t try to make it more popular. But the British are a different set. Otherwise, Shakespeare would not have become the World’s most celebrated Writer. The natives of England conquered several other countries. They named them as Common Wealth Countries. They made English the like language of these countries. This was how English had become a language of the world. In course of time, it had attained the status of a Global Language. And as the Global Language, its role is amazing. It is dominating in all important segments like Science, Technology, Medicine, Politics, Humanities, Music and so on. English has paved way for the coming up of Global Markets. And thus, it has increased the wealth of the Nations. Negotiations for establishment of peace across the Globe are transacted chiefly in English. And thus, English promotes peace and non-violence, all over the world. It is the Medium of all Higher Studies. It is enriching the world with students and scholars of exceptional merit. They all work for human progress and human advancement in all major spheres that are essential for life. English widens one’s knowledge by exposing him to the realms of more learning to gain more knowledge. Even an LKG student gets thrilled with his First Rhyme in English. So are his parents and teachers. Most of the Nobel Laureates deliver their Nobel Lecture only in English. Only then, the world comes to know of their amazing Inventions or Discoveries. And thus, the role of English as Global Language is like a multipetalled sunflower.


2021 ◽  
Vol 17 ◽  
Author(s):  
Naina Kumar ◽  
Vikas Bhatia

Background: : COVID-19 pandemic caused by single-stranded RNA containing severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) started in early December 2019 from the Wuhan city of China and till date has affected millions of people including pregnant women worldwide. Research from all over the world has shown that the SARS-CoV-2 infection can be transmitted vertically from mother to fetus, but is very rare. Neonatal infection with COVID-19 accounts for only a small proportion of the total population infected. Furthermore, very few studies have observed the impact of maternal SARS-CoV-2 infection on neonatal outcomes. Thus, the literature about neonatal transmission and outcome in COVID-19 infected antenatal women is very scattered and limited. The present review briefs on the transmission of SARS-CoV-2 infection from mother to fetus and its impact on perinatal outcomes. Methodology: : English language articles from various databases including PubMed, Scopus, EMBASE, Scholar, MedRxiv, and Web of Science and from the World Health Organization site were searched from the beginning of the COVID-19 pandemic up to June 2021. The search terms used were “SARS-CoV-2 and pregnancy outcome, “COVID-19 and neonatal outcome”, “Placental changes in COVID-19 infected pregnant women”, “Vertical transmission of COVID-19”. Conclusion: : Maternal SARS-CoV-2 infection can be transmitted to the fetus, though uncommon, and can lead to adverse perinatal outcomes including preterm births, intrauterine growth restriction, NICU admission, stillbirths. The data on transmission and the adverse neonatal outcome is sparse and many more studies are needed to fully understand the mechanism by which maternal COVID-19 infection can affect fetuses and neonates.


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