Responses to linguistic and cultural diversity in New Zealand state secondary schools : a qualitative study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand

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dc.confidentialEmbargo : Noen_US
dc.contributor.advisorSkyrme, Gillian
dc.contributor.authorMcCarthy, Geraldine Anne
dc.date.accessioned2020-01-16T20:23:08Z
dc.date.accessioned2020-06-02T21:09:20Z
dc.date.available2020-01-16T20:23:08Z
dc.date.available2020-06-02T21:09:20Z
dc.date.issued2019
dc.description.abstractDemand for English language learning (ELL) in New Zealand has intensified since the millennium, alongside marked increases in immigration to cater for businesses such as construction and agriculture, and the impacts of episodic earthquake damage. ELL assistance in state secondary schools in New Zealand is centred on the dynamics surrounding English for Speakers of Other Languages (ESOL) departments. This study seeks to gain an understanding of the layered contexts surrounding and within ESOL Departments by using a conceptual framework of ecology and a qualitative, case study paradigm. It draws on data from interviews, observations, documentation and researcher journaling to examine ESOL Department systems and practices in three state secondary schools with differing locations, deciles and ESOL Department structures. The findings reveal the significant weight of wide-ranging regulatory and ideological interactions connected with ESOL Departments associated with colonial aspirations, ‘Tomorrow’s Schools’ legislation and New Zealand’s bicultural status. Findings also highlight the affordances and constraints experienced in ELL by staff and students in the case study schools and explore the costs and benefits as set against the pressures of local, national and international dynamics. The study concludes with implications for personnel responsible for ELL at national and local levels. It calls for more professional development initiatives and specific ELL regulation of resources for educationalists to assist with ELL linguistic, social and cultural integration. Results are intended to enhance ELLs’ educational opportunities in schools as well as contribute to efforts for increased social cohesion between people of diverse ethnicities in this rapidly diversifying nation.en_US
dc.identifier.urihttp://hdl.handle.net/10179/15371
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectEnglish languageen
dc.subjectStudy and teaching (Secondary)en
dc.subjectNew Zealanden
dc.subjectForeign speakersen
dc.subjectSchool management and organizationen
dc.subjectHigh schoolsen
dc.subject.anzsrc470401 Applied linguistics and educational linguisticsen
dc.titleResponses to linguistic and cultural diversity in New Zealand state secondary schools : a qualitative study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealanden_US
dc.typeThesisen_US
massey.contributor.authorMcCarthy, Geraldine Anneen_US
thesis.degree.disciplineApplied Linguisticsen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophy in Applied Linguisticsen_US
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