Browsing School of Language and Culture by Title
Now showing items 62-74 of 74
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Teaching the socio-cultural norms of conversation and negotiation to lower level migrants and refugees
(AUT University, 2011)Teaching the socio-cultural norms of spoken communication to second language learners, especially refugees and migrants, is important (Yates, 2008). However there is little research into the effectiveness of classroom ... -
Teaching writing to students from Asia: linking approach and motivation
(Language Centre, Hong Kong Baptist University, 2006)This article is based on a study of the motivation and perceived outcomes of students from non-English speaking backgrounds enrolled in the English for Academic Study program at the Auckland University of Technology. It ... -
The complexities of interpreting in refugee contexts: An examination of issues and practice
(AUT Tangible Media, 2011)Interpreters working with refugees experience a complex working environment. They are sometimes required to interpret traumatic material, and those who are refugees themselves might be coping with their own traumatic ... -
'The English is not the same': challenges in thesis writing for second language speakers of English
(Taylor and Francis, 2011)In this article I describe my interaction as an English for academic purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). ... -
The role of teacher consultation in teacher education: a teacher development project focused on designing and evaluating pragmatics-focused instructional materials
(Applied Linguisitcs Association of New Zealand, 2011)Limited knowledge of pragmatics (the socio-cultural 'rules' of interaction in a community and how they are realised in language) can constitute a barrier to successful communication in a second language (Eslami-Rasekh, ... -
The value of an explicit pronunciation syllabus in ESOL teaching
(AMEP Research Centre, Macquarie University, 2003)This article reports on an action research project which investigated the value of systematically and explicitly incorporating a pronunciation sub-syllabus within the overall syllabus of a full-time post-intermediate level ... -
Thrown in the deep end: challenges of interpreting informal paramedic language
(School of Humanities and Communication Arts, Western Sydney University’, 2016)At the authors’ university, interpreting pedagogies reflect the situated-learning theories proposed by Lave and Wenger (1991) and others especially in specialized areas such as health and legal interpreting. This ... -
Towards a coherent and comprehensive approach to languages in education: breaking away from neoliberal and monolingual frames for education policy
(British Association of Applied Linguistics (BAAL), 2015)No abstract. -
Transformative learning and teaching through inclusiveness, power-sharing and critical enquiry
(Queen's University, Kingston, Ontario, Canada, 2014)Learner diversity has become the norm in many academic learning environments internationally. This has been accompanied by increased recognition and prominence of intercultural learning and teaching. All learners bring ... -
What’s Be Happen? A Dialogic Approach to the Analysis of Herbs’ New Zealand Reggae Lyrics
(Addleton Academic Publishers, 2015)This paper extends aspects of Mikhail Bakhtin’s theory of dialogic relations in the discourse of novels to popular song lyrics. Involving three levels of analysis, it examines the well known New Zealand band Herbs’ ... -
What’s Be Happen? The discourse of reggae lyrics thirty years on
(University of Otago, 2012)This article discusses What’s Be Happen?, New Zealand’s first reggae album, released by the band Herbs in July 1981. The lyrics and adopted ‘message music’ constitute a nexus that connects, marks and speaks of salient ... -
Willingness to Communicate in English As a Second Language As a Stable Trait or Context-influenced Variable: Case Studies of Iranian Migrants to New Zealand
(John Benjamins Publishing Company, 2013)Whether Willingness to Communicate (WTC) is a permanent trait or is modified by situational context has previously been investigated in various studies (e.g. Cao & Philp, 2006; Kang, 2005; MacIntyre & Legatto, 2011). ... -
Working Towards the Mainstreaming of Languages and Cultures in National Curricula: Norway and Aotearoa/New Zealand
(Faculty of Education and Social Work, the University of Auckland, 2015)In this symposium we bring together colleagues from Norway and Aotearoa/NZ to consider the place of languages and cultures within our respective national curricula. We will examine what still needs to be achieved in each ...