Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Patterns of variation in subject-indexing prefixes in Vatlongos, Southeast Ambrym
    (John Benjamins Publishing, 2022) Ridge E
    This paper describes four patterns of variation in the subject-indexing paradigm of Vatlongos (Oceanic, Vanuatu). It explores their quantitative distribution in a corpus of monologic texts from speakers in three different communities: Mele Maat, a relocated peri-urban community; Endu, which has a distinct dialect; and Ase-Taveak, the other villages of Southeast Ambrym. Speakers in Mele Maat are more likely to use a zero variant of the third person singular Non-future prefix and shorter syllabic variants, and less likely to use the paucal number category. All three patterns suggest formal simplification in the Mele Maat community. The latter two patterns are also associated with higher levels of education, and consequent greater exposure to national and international languages. Overall these patterns suggest that changes which involve reduction of distinctions in morphological paradigms are more likely to be accelerated in contexts of language endangerment than phonological change or phonological reduction.
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    Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
    (Castledown Publishers, 12/04/2022) Qi GY; Wang Y
    This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – the face-to-face and the online groups. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.