• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Teachers of additional languages in New Zealand schools : a national survey and case studies : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatu campus, New Zealand

    Icon
    View/Open Full Text
    01_front.pdf (569.1Kb)
    02_whole.pdf (8.761Mb)
    Export to EndNote
    Abstract
    While languages additional to the language of instruction have long been an established, non-compulsory part of the New Zealand secondary school curriculum, it was only in 2007 that they were given an official place as a learning area in the national curriculum. They do, however, remain non-compulsory. This study aims to investigate the background and profile of teachers of additional languages in New Zealand schools, and perceptions of their role, place and identity. In late 2008, teachers of additional languages at Years 1 to 13 were invited to complete a national online language teachers’ survey (NOLT08) (n=317). Two teachers of Spanish and one teacher of Japanese were invited to participate in individual case studies carried out across two school terms in 2010. Data were gathered through interviews and regular entries in a reflective e-log focusing on their situated experiences as teachers of additional languages together with their perceptions of their role and identity. Results of the NOLT08 survey confirmed that teachers of additional languages in New Zealand schools had different levels of qualifications and experiences depending on the sector in which they were teaching. Teacher perceptions of their roles ranged from those who felt supported and considered the teaching of additional languages an integral part of their professional role, to those who were hindered by a lack of agency and confidence in their proficiency, frustrations with multi-level classes, or assessment demands. Important themes to emerge from the case studies include that being a teacher of additional languages requires a commitment of self and an ability to advocate for the learning area. With supportive schools, primary teachers are developing their own understandings of how to incorporate languages inside and outside of the classroom setting. This study suggests that the place of teaching additional languages in New Zealand schools is far from established or secure. It highlights the challenges to the role and identity of teachers of additional languages, not least of which is the often-tenuous position of the languages learning area in schools.
    Date
    2014
    Author
    Scott, Adele Jeannette
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/5972
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1