Opposition that led to a legal challenge against a popular teaching scheme that puts top university graduates in low decile schools could be reignited, the Post Primary Teachers Association - New Zealand Herald
Noeline Wright's insight:
Hmmm, messing with legislation? Could increase number of unqualified teachers to get around current requirements. Scary proposition
We are pleased to announce the Call For Papers as guest editors in an upcoming special issue of E-Learning and Digital Media, now published by Sage. We want to draw this to your attention in the hope that you will: Submit an article for publication in the special issue Assist with disseminating the
Noeline Wright's insight:
This is for those who use Twitter in education and for educational purposes. We want to collect a group of articles that explore Twitter in Education for a special issue of E-Learning and Digital Media
New Zealand's monolingualism could inhibit our chances of becoming a more globally responsive nation, according to AUT's Associate Professor Sharon Harvey.
Despite more than 160 languages being spoken in New Zealand, our public institutions continue to conduct their affairs mostly in English; Harvey, AUT's head of the School of Language and Culture, says lack of a coherent national policy means harnessing language strengths are not part of strategic planning at any level in New Zealand.
She believes that the globalised nature of contemporary society means multilingualism is of greater social, cultural or economical value than ever before.
"It helps us stand in the shoes of the other, to develop international competency and to operate effectively in a global society," she says.
MORE FROM THE AUT STUDY SERIES • Kava keeps young Tongans out of trouble • Stroke survivors deteriorate when they get home • Directors' networks can harm company performance
Harvey says young people overseas are learning two and more languages: "Why are we short-changing New Zealand young people? Ideally, New Zealand students should be leaving secondary school with high level achievement in Maori, English and one other language. In as many cases as possible, one of these languages should be a students' home language."
She says language learning at secondary school is dropping at an unprecedented rate. Figures show 13,000 fewer students took languages at secondary school in 2013 (58,351) than in 2008 (71,351).
This began after the introduction of a new learning strand "Learning Languages" in the 2007 national curriculum, she says. "It was aimed at increasing language learning numbers but instead moved in the opposite direction. The shift has been due to a complex mix of factors; two of these may be the cost of resourcing language classes and the widespread perception that 'English is enough'.
"If the environment only places value on the English language, where is the motivation to do anything different?"
She would like to see a national languages policy that spans New Zealand society including trade and enterprise, research and development, immigration, labour, social development and education. Having a 'joined up' policy for languages in education means multilingual learners would have their home languages developed at school, alongside English, while monolingual learners would need to learn additional languages.
The Ministry of Education's Pacific Education Plan only mentions Pacific languages as a way to bridge Pasifika children into higher levels of English proficiency.
"Instead the education system should be aiming to consolidate and extend these children's Pasifika languages' proficiency while developing their English at the same time. It's not a zero sum game."
Japanese language study has dropped off significantly at secondary and tertiary level in recent years. Ryoko Oshima (a master's student supervised by Harvey) examined the reasons why students who were successful at Japanese at secondary level did not continue it in tertiary study.
"There were a range of reasons for this - how they felt about themselves as Japanese learners and institutional issues such as incompatible timetables and lack of continuity between secondary and tertiary teaching of the language."
Harvey says it's disappointing that students feel it is too difficult to continue with complex languages such as Japanese: "It's a hard language to learn but, if these students continue with Japanese at tertiary level for a few more years, they would have a far wider range of career options internationally."
Where figures warrant it, she believes languages commonly spoken in the community should be considered for local curricula, alongside Maori and English.
"Schools should be encouraged to teach the languages found in their communities. If they are allowed to make the decision around the best language to offer their students, it creates a system where language and culture is valued and offers schools the chance to meet the needs of the community."
"Students may have a high level of proficiency in Hindi or Mandarin but they will not be assessed and given credit for this at school. Moreover, Hindi-speaking students have no chance of learning their own language at school even though New Zealand needs Hindi speakers and it is the fourth most widely spoken language in New Zealand. There is no mandate for multilingual proficiency; the focus on English leads to increasing monolingualism."
* This story is part of a content partnership with AUT
This discusses the SAMR model. However, it uses words like 'transform' which I have great difficulty with in education. What id described here is how technology broadens the possibilities of scope, but technology of itself doesn't do anything to how deeply students think about ideas or how discerning they become about what they do with text - whether it's someone else's or their own. The focus on the technology 'transforming' education is smoke and mirrors. Really good pedagogy transforms learning because the whole point is to get kids to think, infer, interpret, re-form, create and complete tasks. Technology can make it easier to do, result in better crafted products of learning, but it doesn't 'transform' learning - that's what teachers do.
Dianne's comments about Connected Educator month in NZ. Are you connecting too? Unfortunately, I'll be away at a conference while the good stuff is happening, then mored in marking about 150 assessments before I come up for air again.
NZ’s largest tertiary education company Intueri, announced a $1.6 million profit this week, courtesy of a massive increase in public funding.
Noeline Wright's insight:
The neo-liberal agenda of education is in full swing in NZ tertiary contexts, and is alive and well in early childhood too. Our taxpayer money is funding this private wealth.
We have an election soon. If we elect to government parties which want to privatise schooling (think charter schools and performance pay for example), we run the risk of siphoning off public education provisions for private profit and diminishing learning opportunities for all our learners.
We need well-read, diverse, tolerant and critically reflective people to inherit our earth. We don't need an education system that has the profit motive as its primary goal.
Read the small print of parties' manifestos before voting. This matters.
Hobbit ears, twilight tours and a trip to the Green Dragon Inn are in the mix for the April 17-20 DEANZ 2016 Conference (see http://conference.deanz.org.nz/ ) at the University of Waikato. The Faculty of Education won the bid for the DEANZ biennial ...
Noeline Wright's insight:
Submissions for this conference on open, flexible, distance and mobile education are open! Conference dinner at Hobbiton anyone? It's included in the Registration Fee!
Refereed papers, practice papers, workshops, postgrad papers welcome... Early birds get the best prices!
Wednesday, 18 February 2015, 5:27 pm Press Release: Tesolanz MOTHER LANGUAGE DAY No embargo February 18 2015
How many mother tongues are spoken by your whānau, friends, neighbours and colleagues? Why not celebrate International Mother Language Day and make their day by phoning, sending an email or text or calling over the back fence to say ‘Hi’ in their mother tongue.
International Mother Language Day has been celebrated since 2000 to promote linguistic and cultural diversity. UNESCO set the date of 21 February to remember the day in 1952 when student protestors in Dhaka, now the capital of Bangladesh, were killed when demonstrating for their Bangla language to be the national language of their country. In Aotearoa New Zealand, the 2013 census shows we are now a ‘super diverse’ country, with hundreds of languages spoken here.
The dissemination of mother tongues encourages linguistic diversity and multilingual education. It also develops greater international awareness of linguistic and cultural traditions and inspires solidarity based on understanding, tolerance and dialogue.
“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart.” Nelson Mandela.
Visit: www.tesolanz.org.nz for a poster you can use in your workplace, or send it to your networks
This is a great post about the value of, in no particular order: reflection, learning from trial and error (learning opportunities, not failures), data collection from multiple sources, synthesising information and evidence that leads to new practice, and using a community to help document and comment on the progress of the endeavour. This is about learning and the essence of an action research project
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