Research in Applied Linguistics and Language Teaching and Learning in New Zealand (2006-2010)

Autor/inn/en	Ker, Alastair; Adams, Rebecca; Skyrme, Gillian
Titel	Research in Applied Linguistics and Language Teaching and Learning in New Zealand (2006-2010)
Quelle	In: Language Teaching, 46 (2013) 2, S.225-255 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444812000535
Schlagwörter	Sign Language; Applied Linguistics; English (Second Language); Foreign Countries; Language Planning; Official Languages; Monolingualism; Second Language Learning; Second Language Instruction; Indigenous Populations; Uncommonly Taught Languages; Malayo Polynesian Languages; Language Teachers; Teacher Education; Educational Research; Research Needs; New Zealand + Suchen Sie Ihr Suchwort? Gebärdensprache; Linguistics; Linguistik; Angewandte Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachwechsel; Office language; Amtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sinti und Roma; Minderheitensprache; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Forschungsbedarf; Neuseeland
Abstract	This survey gives an overview of research into language teaching and learning in New Zealand over a five-year period, including the context of that research. The majority of New Zealanders are monolingual English speakers, yet the country faces complex linguistic challenges arising from its bicultural foundations and the multicultural society it has become. The survey encompasses the teaching and learning of indigenous and community languages, including "te reo Maori" and New Zealand Sign Language, both official languages; the teaching and learning of foreign languages and English for Speakers of Other Languages (ESOL); psychological factors in language learning; and language teacher education. Certain themes recur: the daunting task of maintaining minority languages against a tide of language shift, the lag between language trends and language policy, and the struggle to create space within the education system for cultural and linguistic diversity. Research into language teaching and learning in New Zealand is vibrant, but there is a need for greater collaboration, generalisability and more effective dissemination of research findings. Future research should focus on the effectiveness of methodologies and programmes in international comparison, and helping teachers and course designers to refine the use of digital technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10