scholarly journals Le Tofi ne'i Vale Tuulima: Perceptions of Samoan Students, Teachers and Parents on the Place of the Samoan Language in New Zealand Today

2021 ◽  
Author(s):  
◽  
Salainaoloa Lisa-Maree Wilson
Keyword(s):  
New Zealand ◽  
Language Maintenance ◽  
Census Data ◽  
Government Agencies ◽  
Youth Voice ◽  
Learning And Teaching ◽  
Migrant Communities ◽  
Individual Interviews ◽  
Future Policy ◽  
Teachers And Parents

<p>While globally languages are evolving and changing, language shift has been most prevalent in migrant communities, particularly those with larger numbers living outside of the homelands, such as the Samoan community in New Zealand. This research explored the perceptions of a group of Wellington-based Samoan students, their Samoan teachers, and their parents about the place of the Samoan language in New Zealand today. This study of Samoan language maintenance was spurred by the census data which showed language loss was occurring, and that this seemed to be more prevalent amongst the New Zealand-born Samoan population. The aims of this study were to capture the views of these three groups so as to add meaning to the quantitative data, and provide information for future policy making and actions to address this situation - both for Government agencies, and the Samoan community itself. This case study gave priority to the youth voice as the future leaders and carriers of the gagana Samoa (Samoan language) and aganuu (culture). Using the talanoa methodology and through individual interviews, valuable insights were gained about the valuing of the Samoan language in New Zealand today, factors influencing the learning and teaching of Samoan, and who should be responsible for this. The findings were that all groups valued the Samoan language very highly as inextricably linked to the Samoan culture, identity and sense of belonging, and for communicating and showing respect - to elders especially, but also to all Samoan people. Of particular note, was the distinction between the intrinsic valuing of the language which was high, and its usefulness, for example in employment, which was not so highly rated. These differences may be a 'tipping' point for language maintenance. Other findings were that responsibility for the Samoan language was changing as the functional domains for language use and maintenance shifted from the home and the church, to the school. Parents' long work hours were a factor here. Finally, there was strong agreement that maintaining the Samoan language in New Zealand would require commitment and collaboration between government agencies, Samoan parents and community, teachers, and that youth must be included in these discussions. All three groups saw our talanoa as setting the basis for more serious community wide discussions.</p>

scholarly journals Le Tofi ne'i Vale Tuulima: Perceptions of Samoan Students, Teachers and Parents on the Place of the Samoan Language in New Zealand Today

2021 ◽  
Author(s):  
◽  
Salainaoloa Lisa-Maree Wilson
Keyword(s):  
New Zealand ◽  
Language Maintenance ◽  
Census Data ◽  
Government Agencies ◽  
Youth Voice ◽  
Learning And Teaching ◽  
Migrant Communities ◽  
Individual Interviews ◽  
Future Policy ◽  
Teachers And Parents

<p>While globally languages are evolving and changing, language shift has been most prevalent in migrant communities, particularly those with larger numbers living outside of the homelands, such as the Samoan community in New Zealand. This research explored the perceptions of a group of Wellington-based Samoan students, their Samoan teachers, and their parents about the place of the Samoan language in New Zealand today. This study of Samoan language maintenance was spurred by the census data which showed language loss was occurring, and that this seemed to be more prevalent amongst the New Zealand-born Samoan population. The aims of this study were to capture the views of these three groups so as to add meaning to the quantitative data, and provide information for future policy making and actions to address this situation - both for Government agencies, and the Samoan community itself. This case study gave priority to the youth voice as the future leaders and carriers of the gagana Samoa (Samoan language) and aganuu (culture). Using the talanoa methodology and through individual interviews, valuable insights were gained about the valuing of the Samoan language in New Zealand today, factors influencing the learning and teaching of Samoan, and who should be responsible for this. The findings were that all groups valued the Samoan language very highly as inextricably linked to the Samoan culture, identity and sense of belonging, and for communicating and showing respect - to elders especially, but also to all Samoan people. Of particular note, was the distinction between the intrinsic valuing of the language which was high, and its usefulness, for example in employment, which was not so highly rated. These differences may be a 'tipping' point for language maintenance. Other findings were that responsibility for the Samoan language was changing as the functional domains for language use and maintenance shifted from the home and the church, to the school. Parents' long work hours were a factor here. Finally, there was strong agreement that maintaining the Samoan language in New Zealand would require commitment and collaboration between government agencies, Samoan parents and community, teachers, and that youth must be included in these discussions. All three groups saw our talanoa as setting the basis for more serious community wide discussions.</p>

scholarly journals Language Maintenance and Heritage Language Education: The Case of a Weekend Arabic School in New Zealand

2019 ◽  
Vol 8 (2) ◽  
pp. 21
Author(s):  
Morad Alsahafi
Keyword(s):  
New Zealand ◽  
Heritage Language ◽  
Language Maintenance ◽  
Perceived Value ◽  
Language Education ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Heritage Language Education ◽  
Arabic Speaking ◽  
Heritage Language Development

This study examines the perceived value of an Arabic weekend school in the process of heritage language maintenance and development among Arab immigrant children in New Zealand. Through an analysis of data gathered through semi-structured interviews with parents, children and teachers, as well as observation at this school, the study aims to gain insights into the participants’ perceptions of the school and its function within the Arabic-speaking community. The overall picture that emerged from the data regarding the Arabic community language school was that it represented ‘a key line of defense’ for Arabic heritage language development and maintenance that needed to be developed into a proper school which provided frequent and quality Arabic learning and teaching. Major themes articulated by the participants regarding the school and its perceived value will be discussed.

scholarly journals Asexuals negotiate the ‘onslaught of the heteronormative’

Sexualities ◽  
2021 ◽  
pp. 136346072199338
Author(s):  
Tiina Vares
Keyword(s):  
New Zealand ◽  
Everyday Life ◽  
Cultural Context ◽  
Emotional Responses ◽  
Emotional Impact ◽  
Individual Interviews ◽  
The Past ◽  
Aotearoa New Zealand ◽  
The Everyday ◽  
Research Gap

Although theorizing and research about asexuality have increased in the past decade, there has been minimal attention given to the emotional impact that living in a hetero- and amato-normative cultural context has on those who identify as asexual. In this paper, I address this research gap through an exploration of the ‘work that emotions do’ (Sara Ahmed) in the everyday lives of asexuals. The study is based on 15 individual interviews with self-identified asexuals living in Aotearoa New Zealand. One participant in the study used the phrase, ‘the onslaught of the heteronormative’ to describe how he experienced living as an aromantic identified asexual in a hetero- and amato-normative society. In this paper I consider what it means and feels like to experience aspects of everyday life as an ‘onslaught’. In particular, I look at some participants’ talk about experiencing sadness, loss, anger and/or shame as responses to/effects of hetero- and amato-normativity. However, I suggest that these are not only ‘negative’ emotional responses but that they might also be productive in terms of rethinking and disrupting hetero- and amato-normativity.

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

2021 ◽  
pp. 146394912110279
Author(s):  
E Jayne White ◽  
Fiona Westbrook ◽  
Kathryn Hawkes ◽  
Waveney Lord ◽  
Bridgette Redder
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Vital Role ◽  
New Materialism ◽  
Object A ◽  
Childhood Education ◽  
Mediating Tools ◽  
Teachers And Parents ◽  
To Receive

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

The cost of linguistic loyalty

2009 ◽  
Vol 6 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Devin L. Jenkins
Keyword(s):  
United States ◽  
Language Maintenance ◽  
Census Data ◽  
The United States ◽  
Spanish Language ◽  
Median Income ◽  
Social Variables ◽  
Model Set ◽  
The Cost ◽  
The Relationship

In a census-related study on language maintenance among the Hispanic/Latino population in the southwest United States, Hudson, Hernández-Chávez and Bills (1995) stated that, given negative correlations between language maintenance and years of education and per capita income, “educational and economic success in the Spanish origin population are purchased at the expense of Spanish language maintenance in the home” (1995: 179). While census figures from 1980 make this statement undeniable for the Southwest, the recent growth of the Spanish-language population in the United States, which has grown by a factor of ~2.5 over the last twenty years, begs a reexamination of these correlations. A recent study on the state of Colorado (McCullough & Jenkins 2005) found a correlational weakening, especially with regard to the relationship between language maintenance and median income.
 The current study follows the model set forth by Hudson et al. (1995) in examining the interrelationship between the measures of count, density, language loyalty and retention based on 2000 census data, as well as the relationship between these metrics and socioeconomic and demographic variables, including income and education. While some relationships existed in 2000 much in the same way that they did in the 1980 data, especially with regard to count and density, the measures of loyalty and retention saw marked reductions in their correlations with social variables.

scholarly journals Developing the indonesian government enterprise architecture framework appropriate for Indonesian government agencies

2019 ◽  
Vol 8 (3) ◽  
pp. 152
Author(s):  
Asbartanov Lase ◽  
Benny Ranti
Keyword(s):  
New Zealand ◽  
Enterprise Architecture ◽  
Research Process ◽  
Government Agencies ◽  
Implementation Cost ◽  
Institutional Level ◽  
Indonesian Government ◽  
Architecture Framework ◽  
Government Enterprise ◽  
Enterprise Architecture Framework

<span>This research was conducted to develop the Indonesian Government Enterprise Architecture (IGEA) framework which is suitable for Indonesian government agencies. Due to their complexity and expensive implementation cost, existing EA frameworks such as TOGAF and Zachman have so far not been the choice for building GEA by some countries including Australia and New Zealand. Those countries have built their own GEA namely Australia’s AGA and New Zealand’s GEA-NZ, respectively. Learning from this experience, the authors did a research to build Indonesia’s GEA or IGEA. This paper explains the research process which starts from mapping or comparing TOGAF, AGA, and GEA-NZ frameworks to get the underlying foundation for building GEA, analyzing framework artifacts, to building IGEA by adding specific Indonesian regulations and policies such as RPJMN and Nawacita. This IGEA framework is expected to become a reference for developing EA not only at institutional level but also the most important thing at national or cross institutional level, in order to increase the effectiveness of government IT spending.</span>

scholarly journals Educational Utopia? the New Zealand Standards Approach Considered in the Light of the German Experience in Vocational Training

2021 ◽  
Author(s):  
◽  
Peter Kappert
Keyword(s):  
New Zealand ◽  
Continuous Process ◽  
Historical Context ◽  
Compulsory Education ◽  
Education And Training ◽  
Federal Republic Of Germany ◽  
Learning And Teaching ◽  
Early Results ◽  
Role Players ◽  
And Training

<p>This thesis is concerned with both the direction and the appropriateness of the recently adopted standards-based approach in post-compulsory education and training in New Zealand, while particularly focusing on the implications this might have in formal post-school trades training. It evaluates the developments, the tenets, and the early results of the 'standards' movement within a socio-historical context and against the development of relevant policy formations and legislative changes. The central focus in this work is on the National Qualifications Framework, which is currently being developed under the auspices of the New Zealand Qualifications Authority. This outcomes-focussed model, and related government-initiatives, represent a radial shift away from established learning and teaching practices in New Zealand, a move which is not uncontested for both pedagogical and pragmatical reasons. An analysis of these developments is discussed with reference to those in apprenticeship training and policy in the Federal Republic of Germany, which includes the intention, as expressed by the major role players in the Republic, to develop an educational framework model. The principles, scope, and structure, as they relate to these framework models, are analysed from a comparative perspective, and certain points are highlighted. This thesis contends that despite fundamental divergence in training cultures and systems in the two countries, it is recognised that the common aim of the framework approaches is to improve the correspondence between the world of education and work as well as to enhance the educational pathways for students. This, it is argued, are commendable and valuable aims; not in the least because it has also the potential to bridge the 'vocational/academic' divide - an increasingly invalid division in modern-day societies. This is reflected in a strong focus in these framework models on the promotion, and implementation, of an integrated learning and teaching approach which is supported by the notion introduced by Michael Young that qualifying is a continuous process. This concept is now generally endorsed by the major role players in both Germany and New Zealand as being an important one, in that it is supportive of the macro aim of furthering national economic progress. The author, however, contends that educational, progress cannot simply be assumed because a new educational, or qualifications, framework is being introduced. Its foundation needs to be pedagogically sound and based on sufficient research while an (over)reliance on a single assessment strategy for application to all of post-compulsory education and training cannot be accepted as valid from an educational viewpoint. The thesis concludes with advocacy for more critical research into the NQF.</p>

scholarly journals "You can never be on one side alone": Some Young Somali-Kiwi Women's Narratives about Identity, Resettlement and Community Development in Wellington, Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Emily Kathryn James
Keyword(s):  
New Zealand ◽  
Young Women ◽  
Support Services ◽  
Qualitative Methodology ◽  
Young Female ◽  
Key Informants ◽  
Main Research ◽  
Individual Interviews ◽  
Somali Women ◽  
The Government

<p>This research investigates how young Somali women are navigating through the resettlement process while negotiating their own identities in Wellington, New Zealand. It is important as it addresses two main research gaps: 1) it focuses on research with young Somali women at university and 2) it offers a strength-based analysis. The research also addresses important development concerns about how former refugees can better contribute into their host societies. Employing the use of participatory methods within a feminist qualitative methodology, I created a project that enabled the young women to voice their opinions regarding identity construction, cultural maintenance and their goals for the future.  I conducted approximately 150 hours of ethnographic research at organisations that catered to former refugee needs. I found a young female Somali student who worked as my Cultural Advisor and enhanced my credibility and access within the Somali community. I then conducted a focus group and five individual interviews with young Somali women to hear their narratives about their resettlement experience and their advice on how to improve the process for others. I conducted five interviews with key informants at organisations that provide support services for former refugees. The key informants gave the policy perspective on refugee resettlement as well as advice on how support services and the government can approve the transition for former refugees.  The results of this study revealed that the young women did feel tension at times negotiating their Somali culture and that of their host society but found benefits in both. The importance of the family resettling successfully was vital for the young women especially the wellbeing of their mothers and other female elders. The key informants echoed these sentiments and voiced the necessity for more women-focused support services. The young women also will be facing a second resettlement process through their emigration to Australia as they search for more job opportunities and a better Somali cultural connection.</p>

Sign in / Sign up

Export Citation Format

Share Document