Now showing items 1-5 of 5
Language Pedagogy and Non-transience in the Flipped Classroom
(University of Canterbury. School of Teacher Education, 2016)
High connectivity at tertiary institutions, and students who are often equipped with laptops and/or tablets as well as smartphones, have resulted in language learners being able to freely access technology and the ...
Deterritorialising geopolitical spaces and challenging neoliberal conditions through language revernacularisation in Kohanga Reo
(University of Canterbury. School of Maori, Social and Cultural Studies in Education, 2012)
This article explores some of the influences shaping early childhood Mäori language education in Aotearoa New Zealand. By drawing on Garcia’s socio- historical stages of language orientation it parallels Mäori language ...
Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children
An important way to value and support language diversity and multilingualism is to include children’s languages and related cultural artefacts in their linguistic landscapes. Languages visible in both the physical and ...
Languages seen are languages used: The linguistic landscapes of early childhood centres
'Linguistic landscapes' is the term used to describe all the visible language in signs and displays seen in particular areas such as a local street and, more recently, educational spaces (Gorter, 2017; Landry and Bourhis, 1997).
Can you hear me, Hanoi? Compensatory mechanisms employed in synchronous netbased English language learning
(University of Canterbury. School of Teacher Education, 2010)
This paper reports the intelligibility difficulties experienced by students of English for academic purposes at a university in Sweden while taking part in synchronous net-based seminars. Connectivity limitations, microphone ...