Hostname: page-component-76fb5796d-5g6vh Total loading time: 0 Render date: 2024-04-29T06:10:34.885Z Has data issue: false hasContentIssue false
  • English
  • Français

A review of research in applied linguistics published in New Zealand (2013–2017)

Published online by Cambridge University Press:  31 January 2020

Gillian Skyrme  and
Alastair Ker
Gillian Skyrme*
Affiliation:
Massey University, Palmerston North, New Zealand
Alastair Ker
Affiliation:
Victoria University of Wellington, Wellington, New Zealand
*
*Corresponding author. Email: g.r.skyrme@massey.ac.nz
Get access Rights & Permissions [Opens in a new window]

Abstract

This article presents selected research on applied linguistics published in New Zealand, following Language Teaching's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages, te reo Māori (the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects.

Type
A Country in Focus
Information
Language Teaching , Volume 53 , Issue 2 , April 2020 , pp. 144 - 168
Copyright
Copyright © Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ACE [Adult and Community Education] Aotearoa. (2017). Professional development for community language teachers. Retrieved from www.aceaotearoa.org.nz/professional-development-community-language-teachersGoogle Scholar
Alexander, S. P., Vale, M., & McKee, R. (2017). E-learning of New Zealand Sign Language: Evaluating learners’ perceptions and practical achievements. New Zealand Studies in Applied Linguistics, 23(2), 60–79.Google Scholar
Alkema, A. (2015). The path to settlement: The contribution of ESOL home tutors and English Language Groups. Wellington, NZ: English Language Partners.Google Scholar
Anandh, T., Harvey, N., Hedges, H., Lotomau, A., & Subhani, R. (2016). Multilingual children, multilingual teachers: Symonds street early childhood education centre. In Podmore, V. N., Hedges, H., Keegan, P. J. & Harvey, N. (Eds.), Teachers voyaging in plurilingual seas: Young children learning through more than one language (pp. 79–97). Wellington, NZ: NZCER.Google Scholar
Andrew, M. (2016a). Critical pedagogy in TESOL and ELT: Applications to practice. The TESOLANZ Journal: CLESOL 2014 Conference Proceedings (pp. 1–12).Google Scholar
Andrew, M. (2016b). Using listening portfolios to promote agency in English language learners. The TESOLANZ Journal, 24, 72–87.Google Scholar
Andrew, M. & Romova, Z. (2014). Teaching and learning academic writing: Narratives of future destination. The TESOLANZ Journal, 22, 28–42.Google Scholar
Ardern, J., & Lees-Galloway, I. (2018). Refugee quota increases to 1,500 in 2020 (Press release). Retrieved from www.beehive.govt.nz/release/refugee-quota-increases-1500-2020Google Scholar
Arndt, S. (2014). Shifting realities: Immigrant teacher transitions into early childhood settings in Aotearoa New Zealand. Early Childhood Folio, 18(2), 28–32.Google Scholar
Ashton, K., & Shino, P. (2016). Table talk: Interpreting enrolment patterns in Japanese at Massey University. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 43–90) Palmerston North, NZ: Massey University Press.Google Scholar
Auckland Languages Strategy Working Group. (2018). Strategy for languages in education in Aotearoa New Zealand 2019–2033. Auckland: COMET Auckland. Retrieved from www.cometauckland.org.nz/wawcs0160396/idDetails=176/Languages%20in%20Education%20Strategy%202019-2033Google Scholar
Bao, C., Zhang, L. J., & Dixon, H. R. (2016). Teacher narratives as theorization of teaching: A Chinese teacher's perspectives on communicative language teaching. New Zealand Studies in Applied Linguistics, 22(2), 35–50.Google Scholar
Berry, C., & Kitchen, M. (2014). Classroom interaction and language learning: English-language-learner vignettes. Set, 3, 8–15.Google Scholar
Bickford, J. A., Lewis, M. P., & Simons, G. F. (2015). Rating the vitality of sign languages. Journal of Multilingual and Multicultural Development, 36(5), 513–527.CrossRefGoogle Scholar
Bright, N., Barnes, A., & Hutchings, J. (2013). Ka whānau mai te reo Māori: Honouring whānau, upholding reo Māori. Wellington, NZ: New Zealand Council for Educational Research.Google Scholar
Bruce, I. (2017). English for academic purposes: A bridge to the university. The TESOLANZ Journal: CLESOL 2016 Conference Proceedings (pp. 89–96).Google Scholar
Castle, J., Young, M., Liley, K., Keegan, P. J., & Popata, T. (2016). Te Puna Kōhungahunga. In Podmore, V. N., Hedges, H., Keegan, P. J. & Harvey, N. (Eds.), Teachers voyaging in plurilingual seas: Young children learning through more than one language (pp. 45–56). Wellington, NZ: NZCER.Google Scholar
Chen, M. (2015). Superdiversity stocktake: Implications for business, government and New Zealand. Wellington, NZ: Superdiversity Centre.Google Scholar
Conway, C., & Denny, H. (2013). Reflection and dialogue on postgraduate professional development for experienced language teachers. New Zealand Studies in Applied Linguistics, 19(1), 5–20.Google Scholar
Conway, C., & Richards, H. (2016). Culturally responsive pedagogy for language learning. Polyglot, 40/41.Google Scholar
Coxhead, A., Demecheleer, M., & McLaughlin, E. (2016). The technical vocabulary of carpentry: Loads, lists and bearings. The TESOLANZ Journal, 24, 38–71.Google Scholar
Darr, C. (2014). English-language learners and validity. Set, 2, 60–62.Google Scholar
de Bres, J. (2015). The hierarchy of minority languages in New Zealand. Journal of Multilingual and Multicultural Development, 36(7), 677–693.CrossRefGoogle Scholar
Durie, M. (2017). Kaupapa Māori: Indigenising New Zealand. In Hoskins, T. K. & Jones, A. (Eds.), Critical conversations in kaupapa Māori (pp. 13–20). Wellington, NZ: Huia Publishers.Google Scholar
East, M. (2013a). The impact of a short-term in-country experience on the professional development of teachers of French. The New Zealand Language Teacher, 39, 32–43.Google Scholar
East, M. (2013b). Advocating for languages: What place for international languages in a national language policy for Aotearoa New Zealand? The New Zealand Language Teacher, 39, 5–6.Google Scholar
East, M. (2014). Working for positive outcomes? The standards–curriculum alignment for Learning Languages, and its reception by teachers. Assessment Matters, 6, 65–85.Google Scholar
East, M., & May, S. (Eds.) (2013). Making a difference in education and social policy. Auckland, NZ: Pearson.Google Scholar
East, M., & Tolosa, C. (2015). The STEM revolution: What place for languages other than English? In Morgan, J. (Ed.), The 21st century curriculum? (pp. 17–30). Auckland: Edify.Google Scholar
Edmonds, K., Roberts, N., Keegan, P., Houia, W., & Dale, H. (2013). Kaiaka reo: Reo-ā-waha ki te motu. The development of Māori Oral Language Proficiency Progressions. Wellington, NZ: Ministry of Education.Google Scholar
Education Counts. (2013). Māori-medium Kaiako survey. Research Division, Ministry of Education. Retrieved from www.educationcounts.govt.nz/publications/maori/105966/140016Google Scholar
Education Counts. (2015). Māori medium education, 2015. Retrieved from www.educationcounts.govt.nz/__data/assets/pdf_file/0006/170844/2015-Maori-Medium-Education-profile.pdfGoogle Scholar
Education Counts. (2017). Pacific language in education. Retrieved from www.educationcounts.govt.nz/statistics/pasifika-education/pasifika-in-schooling/6044Google Scholar
Education Counts. (2018). Māori-medium schools. Retrieved from www.educationcounts.govt.nz/data-services/directories/maori-medium-schoolsGoogle Scholar
Edwards, S. (2014). Supporting English language learners: New Zealand secondary mainstream teachers’ knowledge and use of recommended teaching resources and strategies. New Zealand Journal of Educational Studies, 49(1), 43–58.Google Scholar
Edwards, S. (2016). Grammatical terminology in resources for supporting English language learners: What do New Zealand mainstream primary teachers need to know? The TESOLANZ Journal (SI)Google Scholar
Edwards, S. & Easto, A. (2013). Meeting the needs of English language learners: How well prepared do beginning New Zealand primary school teachers feel? Proceedings of the 13th CLESOL Conference, Palmerston North, 4–7 October 2012. Wellington, NZ: TESOLANZ.Google Scholar
English Language Partners. (2017). Annual report 2017. Wellington, NZ: English Language Partners. Retrieved from https://live-englpnz.pantheonsite.io/wp-content/uploads/2018/06/ELP_AR_2017_A3_Web.pdfGoogle Scholar
Erlam, R. (2014). Affordances and constraints: Training language teachers in New Zealand for the Malaysian context. New Zealand Studies in Applied Linguistics, 20(1), 5–20.Google Scholar
Erlam, R. (2015). Why the interact standard is good for your classroom. The New Zealand Language Teacher, 41, 23–33.Google Scholar
Erlam, R., & Pimentel Hellier, M. (2016). Employer demand for speakers of languages other than English. The New Zealand Language Teacher, 42, 21–30.Google Scholar
Erlam, R., & Yan, H. (2017). Employer demand for language skills in the Auckland workforce: A follow-up study. The New Zealand Language Teacher, 43, 7–23.Google Scholar
ERO [Education Review Office]. (2013). Schools’ provision for international students. Wellington, NZ: Educational Review Office.Google Scholar
ERO. (2017). Extending their language – expanding their world: Children's oral language (birth–8 years). Wellington, NZ: Educational Review Office.Google Scholar
Field, J. (2017a). An expansive approach to reading: Meeting the learning needs of multi-level migrant adult students. The TESOLANZ Journal: CLESOL 2014 Conference Proceedings (pp. 74–83).Google Scholar
Field, J. (2017b). Can adult beginner English language learners begin to manifest a reading habit? The TESOLANZ Journal, 25, 39–58.Google Scholar
Field, J., & Vane, R. (2017). Language learner autonomy: Teachers’ perspectives in a New Zealand tertiary institution. New Zealand Studies in Applied Linguistics, 23(1), 33–51.Google Scholar
Hartley, C., Rogers, P., Smith, J., Lovatt, D., Harvey, N. & Hedges, H. (2016). Multilingual children, monolingual teachers: Mangere Bridge Kindergarten. In Podmore, V. N., Hedges, H., Keegan, P. J. & Harvey, N. (Eds.), Teachers voyaging in plurilingual seas: Young children learning through more than one language (pp. 98–115). Wellington, NZ: NZCER.Google Scholar
Harvey, N. (2013a). Principled practices: Respect and reciprocity through linguistically responsive pedagogy. Early Childhood Folio, 17(1), 19–23.Google Scholar
Harvey, N., Hedges, H., Podmore, V. N., & Keegan, P. J. (2016). Conclusions: Insightful landings. In Podmore, V. N., Hedges, H., Keegan, P. J. & Harvey, N. (Eds.), Teachers voyaging in plurilingual seas: Young children learning through more than one language (pp. 116–133). Wellington, NZ: NZCER.Google Scholar
Harvey, S. (2013b). Revisiting the idea of a national languages policy for New Zealand: How relevant are the issues today? The TESOLANZ Journal, 21, 1–13.Google Scholar
Haultain, A. (2013). A picture is worth a thousand words: The empowering potential of using photo-elicitation within research and teaching. Proceedings of the 13th CLESOL Conference, Palmerston North, 4–7 October 2012. Wellington, NZ: TESOLANZ.Google Scholar
Hāwera, N., & Taylor, M. (2013). Children's views about geometry tasks in Māori-medium schools: Meeting Ngā Whanaketanga Rumaki Māori pāngarau (National Standards in mathematics). Set, 3, 37–46.Google Scholar
Hāwera, N., & Taylor, M. (2014). Researcher–teacher collaboration in Māori-medium education: Aspects of learning for a teacher and researchers in Aotearoa New Zealand when teaching mathematics. AlterNative: An International Journal of Indigenous Peoples, 10(2), 151–164.CrossRefGoogle Scholar
Hawke, G., Bedford, R., Kukutai, T., McKinnon, M., Olssen, E., & Spoonley, P. (2014). Our futures: Te pae tawhiti. Wellington, NZ: Royal Society of New Zealand. Retrieved from https://royalsociety.org.nz/assets/documents/Our-Futures-report-web-with-references.pdfGoogle Scholar
Higgins, R., Rewi, P. & Olsen-Reeder, V. (Eds.) (2014). The value of the Māori language: Te hua o te reo Māori. Wellington, NZ: Huia Publishers.Google Scholar
Hill, R. (2015). Transitioning from Māori-medium to English: Pursuing biliteracy. New Zealand Journal of Educational Studies, 51(1), 33–52.CrossRefGoogle Scholar
Hiser, E. (2013). Your programme, your placement, and IELTS: Emerging opportunities in English language evaluation. Proceedings of the 13th CLESOL Conference, Palmerston North, 4–7 October 2012. Wellington, NZ: TESOLANZ.Google Scholar
Hōhepa, M., Hāwera, N., Tamatea, K., & Heaton, S. (2014). Te puni rumaki: Strengthening the preparation, capability and retention of Māori medium teacher trainees. Wellington, NZ: Ministry of Education.Google Scholar
Hoskins, T. K. & Jones, A. (2017). Critical conversations in kaupapa Māori. Wellington, NZ: Huia Publishers.Google Scholar
Howard, J., Biebricher, C., Tolosa, C., Scott, A., & East, M. (2016). Principles and beliefs behind teachers’ existing intercultural language teaching practices. The New Zealand Language Teacher, 42, 31–43.Google Scholar
Howard, J., Scott, A., & East, M. (2015). Sparkly and pink and bright: Investigating intercultural learning in a New Zealand primary language class. The New Zealand Language Teacher, 41, 34–47.Google Scholar
Hunt, T. (2017). Massive upsurge in white New Zealand wanting to learn te reo Māori. Retrieved from Stuff website: www.stuff.co.nz/national/99662946/massive-upsurge-in-white-new-zealand-wanting-to-learn-te-reoGoogle Scholar
Hutchings, J., Higgins, R., Bright, N., Keane, B., Olsen-Reeder, V., Hunia, M., … Kearns, R. (2017). Te ahu o te reo Māori: Te reo Māori in homes and communities. Wellington, NZ: NZCER.Google Scholar
Ishii, D. (2017). Agency from an adult refugee's perspective. New Zealand Studies in Applied Linguistics, 23(2), 5–24.Google Scholar
Jourdain, L., & Varta Sharma, S. (2016). Language challenges in mathematics education for English language learners: A literature review. Waikato Journal of Education, 21(2), 43–56.CrossRefGoogle Scholar
Kaur, T. (2015). Everyday literacy practices of a Syrian refugee: Strengths and struggles. Waikato Journal of Education, 20(2), 29–39.Google Scholar
Kawai, J., & Gallagher, S. (2016). Developing learner autonomy through cooperative education. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 121–141). Palmerston North, NZ: Massey University Press.Google Scholar
Kawai, J., Waller, Y., & Nesbitt, D. (2016). Project-based language learning in non-sequential, mixed-level classes. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 212–231). Palmerston North, NZ: Massey University Press.Google Scholar
Keegan, T. T., Mato, P., & Ruru, S. (2015). Using Twitter in an indigenous language: An analysis of te reo Māori tweets. AlterNative: An International Journal of Indigenous Peoples, 11(1), 59–75.CrossRefGoogle Scholar
Kennedy, J. (2016). An exploration of when and how New Zealand secondary school teachers introduce Chinese characters to beginners. The New Zealand Language Teacher, 42, 8–20.Google Scholar
Ker, A., Adams, R., & Skyrme, G. (2013). Research in applied linguistics and language teaching and learning in New Zealand (2006–2010). Language Teaching, 46(2), 225–255.CrossRefGoogle Scholar
King, J., & Cunningham, U. (2017). Tamariki and fanau: Child speakers of Māori and Samoan in Aotearoa/New Zealand. Te Reo, 60(1), 29–46.Google Scholar
Kitchen, M. (2013). Identity struggles: Korean stories on transitioning to secondary school from primary school. Curriculum Matters, 9, 46–63.Google Scholar
Kitchen, M., Gray, S., & Jeurissen, M. (2015). Primary school teachers’ uptake of professional readings: Understanding the factors affecting teachers’ learning. New Zealand Journal of Teachers’ Work, 12(1), 63–77.CrossRefGoogle Scholar
Kuśmierczyk, E. (2013). Critical points in the negotiation of understanding: A multimodal approach to job interviews in the New Zealand context. The TESOLANZ Journal, 21, 57–77.Google Scholar
Lane, C. (2014). Literacy and numeracy assessments of adult English language learners: An analysis of data from the Literacy and Numeracy for Adults Assessment Tool. Wellington, NZ: Ministry of Education.Google Scholar
Lee, J. (2017a). Being a language learner – is that all there is? The TESOLANZ Journal: CLESOL 2016 Conference Proceedings (pp. 28–37).Google Scholar
Lee, S. (2017b). The bilingual researcher's dilemmas: Reflective approaches to translation issues. Waikato Journal of Education, 22(2), 53–62.CrossRefGoogle Scholar
Lee, S. (2017c). Understanding informal learning among international students through their brokering practices. The TESOLANZ Journal (SI): CLESOL 2014 Conference Proceedings (pp. 13–27).Google Scholar
Li, B., & Tin, T. B. (2013). Exploring the role expectations and perceptions of non-native English speaking students in Master's level TESOL programs. New Zealand Studies in Applied Linguistics, 19(2), 21–35.Google Scholar
Lotu-Iiga, P. S. (2015). Lining up Language – we are what we speak [Press release]. Retrieved from www.beehive.govt.nz/release/lining-language-%E2%80%93-we-are-what-we-speakGoogle Scholar
Lourie, M. (2013). Muddle in the mainstream: Māori language education policy in mainstream schools. New Zealand Journal of Educational Studies, 48(1), 6–18.Google Scholar
Luxton, J. (2013). Testing testing: Assessing the reading comprehension needs of English language learners in Aotearoa New Zealand. Proceedings of the 13th CLESOL Conference, Palmerston North, 4–7 October 2012. Wellington, NZ: TESOLANZ.Google Scholar
Luxton, J., Fry, J., & Coxhead, A. (2017). Exploring the knowledge and development of academic English vocabulary of students in New Zealand secondary schools. Set, 1, 12–22.CrossRefGoogle Scholar
Mato, P. J., Keegan, T. T., & Naera, L. (2016). How usable is a smartphone with a Māori-language interface? AlterNative: An International Journal of Indigenous Peoples, 11(1), 59–75.Google Scholar
MBIE [Ministry of Business, Immigration and Employment]. (2018). Migration trends 2017/2018. Wellington, NZ: Ministry of Business, Innovation & Employment. Retrieved from www.mbie.govt.nz/assets/Uploads/c22ab0c547/migration-trends-2016-17.pdfGoogle Scholar
McCarthy, G. A. (2016a). Adolescents in second language qualitative research: Managing the interview interface. New Zealand Studies in Applied Linguistics, 22(1), 37–51.Google Scholar
McCarthy, G. A. (2016b). Negotiating friendship pathways to assist second language learning at school: Adolescent refugee migrant experiences in New Zealand. The TESOLANZ Journal, 24, 1–19.Google Scholar
McKee, D. (2011). The online dictionary of New Zealand Sign Language. Retrieved from https://nzsl.vuw.ac.nz/Google Scholar
McKee, R. (2015). New Zealand Sign Language: A reference grammar. Wellington, NZ: Bridget Williams Books.Google Scholar
McKee, R. (2017). Assessing the vitality of New Zealand Sign Language. Sign Language Studies, 17(3), 322–362.CrossRefGoogle Scholar
McKee, R., & Smiler, K. (2017). Family language policy for deaf children and the vitality of New Zealand Sign Language. In Macalister, J. & Mirvahedi, S. H. (Eds.), Family language policies in a multilingual world (pp. 40–65). New York, NY: Routledge.Google Scholar
McLauchlan, A. (2015/2016). Kā kite, valete, sayōnara and goodbye to all that: The swansong of languages in New Zealand? Polyglot 40/41.Google Scholar
Minagawa, H. (2016). Using a TV drama script in a Japanese linguistic course: Synergies between critical thinking and language learning. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 189–211). Palmerston North, NZ: Massey University press.Google Scholar
Ministry of Education. (2013a). Ka hikitia: Accelerating success 2013–2017. Wellington, NZ: Ministry of Education.Google Scholar
Ministry of Education. (2013b). Pasifika Education Plan 2013–2017. Retrieved from www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/PEPfoldup12Feb2013.pdfGoogle Scholar
Ministry of Education. (2017a). Te Whariki. Wellington, NZ: Ministry of Education.Google Scholar
Ministry of Education. (2017b). The New Zealand Curriculum. Retrieved from https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-languages/Why-study-a-languageGoogle Scholar
Ministry of Social Development. (2010). 2010 The social report: Te pūrongo oranga tangata. Retrieved from http://socialreport.msd.govt.nz/2010/index.htmlGoogle Scholar
Moorfield, J. C. (n.d.) Te Aka Online Māori Dictionary. Retrieved from https://maoridictionary.co.nz.Google Scholar
Morgan, J. (Ed.) (2015). The 21st century curriculum? Auckland: Edify.Google Scholar
Murphy, H., & Reid, D. (2016). Ngā hangarau matihiko i ngā kura ara reo Māori: Māori-medium ICT research report 2016: Digital technologies. Wellington, NZ: Ministry of Education.Google Scholar
Naik, V., Hodges, S., & Kirk, S. (2017). Flipping teacher observations: Maximising teacher agency and development. The TESOLANZ Journal: CLESOL 2016 Conference Proceedings (pp. 81–88).Google Scholar
Nesi, H., Matheson, N., & Basturkmen, H. (2017). University literature essays in the UK, New Zealand and the USA: Implications for EAP. New Zealand Studies in Applied Linguistics, 23(2), 25–38.Google Scholar
Newton, M., & Jeurissen, M. (2013). Making connections between withdrawal and mainstream programmes for young English language learners. The TESOLANZ Journal, 21, 30–40.Google Scholar
Nishimura, F., & Umeda, K. (2016). Benefits and issues: Visitor sessions with pre-intermediate learners of Japanese. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 142–185). Palmerston North, NZ: Massey University Press.Google Scholar
NZALT [New Zealand Association of language Teachers] & Asia New Zealand Foundation. (2016). Five key recommendations for learning languages to thrive in New Zealand schools. Auckland: NZALT & Asia New Zealand Foundation.Google Scholar
Ogino, M., Nesbitt, D., & Shino, P. (2016a). Tertiary Japanese language education in New Zealand: Past, present and future. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 17–42). Palmerston North, NZ: Massey University Press.Google Scholar
Ogino, M., Shino, P., & Nesbitt, D. (Eds.) (2016b). Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand. Palmerston North, NZ: Massey University Press.Google Scholar
Olsen-Reeder, V., Hutchings, J., & Higgins, R. (2017). Te ahu o te reo Māori: Reflecting on research to understand the well-being of te reo Māori. Wellington, NZ: Victoria University Press.Google Scholar
Omidian, T., Beliaeva, N., Todd, L., & Siyanova-Chanturia, A. (2017). The use of academic words and formulae in L1 and L2 secondary school writing. New Zealand Studies in Applied Linguistics, 23(2), 39–59.Google Scholar
Oranje, J., & Feryok, A. (2013). The role of culture in EAL students’ lessons at a New Zealand primary school: A case study. New Zealand Studies in Applied Linguistics, 19(2), 5–20.Google Scholar
Otto, H. (2013). Creating a new learning space through the blended delivery of place-based, in-service training of English for Health. Proceedings of the 13th CLESOL Conference, Palmerston North, 4–7 October 2012. Wellington, NZ: TESOLANZ.Google Scholar
Otto, H. (2016). E-learning English: Bringing the baton to the doorstep. The TESOLANZ Journal: CLESOL 2014 Conference Proceedings (pp. 38–49).Google Scholar
Parkinson, J., Coxhead, A., Demecheleer, M., Mackay, J., Matautia, I., McLaughlin, E., & Tu'amoheloa, F. (2017). The Language in the Trades Education Project. Wellington, NZ: Ako Aotearoa. Retrieved from https://ako.ac.nz/assets/Knowledge-centre/NPF-14-010-The-Language-in-the-Trades/720bcd5f57/RESEARCH-REPORT-The-Language-in-the-Trades-Education.pdfGoogle Scholar
Payne, R., Howard, J., & Ogino, M. (2017). An exploration of the role of anime and manga as stimuli for secondary students studying Japanese. The New Zealand Language Teacher, 43, 24–40.Google Scholar
Pilott, M. (2016). Acceptability of migrant pronunciation for employment. The TESOLANZ Journal: CLESOL 2014 Conference Proceedings (pp. 84–85).Google Scholar
Podmore, V. N., Hedges, H., Keegan, P. J. & Harvey, N. (Eds.) (2016). Teachers voyaging in plurilingual seas: Young children learning through more than one language. Wellington, NZ: NZCER.Google Scholar
Potgieter, D. (2017). Raising critical awareness of learning among adult ESOL literacy learners. The TESOLANZ Journal: CLESOL 2017 Conference Proceedings (pp. 48–56).Google Scholar
Read, J. (2014). Coming to grips with quality in language assessment. The TESOLANZ Journal, 22, 1–12.Google Scholar
Read, J. (2016). Defining assessment standards for a new national tertiary-level qualification. Papers in Language Testing and Assessment, 5(1), 23–40.Google Scholar
Reinders, H., Cho, M., & Lewis, M. (2013). Managing affect in online supervision: The use of affective markers in written feedback. New Zealand Studies in Applied Linguistics, 19(1), 21–34.Google Scholar
Revis, M. (2016). Negotiation of minority language use between parents and children. The TESOLANZ Journal: CLESOL 2014 Conference Proceedings (pp. 89–90).Google Scholar
Riddiford, N. (2017). Communicating effectively in a job interview: A resource for newcomers to New Zealand. Wellington, NZ: The Language in the Workplace Project, School of Linguistics and Applied Language Studies, Victoria University of Wellington.Google Scholar
RNZ (Radio New Zealand). (2018). Bill requiring primary schools to teach second language drawn from ballot. Retrieved from www.rnz.co.nz/news/political/366004/bill-requiring-primary-schools-to-teach-second-language-drawn-from-ballot.Google Scholar
Roe, L. (2013). Designing and evaluating an e-listening component for an EAP context. Proceedings of the 13th CLESOL Conference, Palmerston North, 4–7 October 2012. Wellington, NZ: TESOLANZ.Google Scholar
RSNZ [Royal Society of New Zealand]. (2013). Languages in Aotearoa New Zealand. Wellington, NZ: Royal Society of New Zealand. Retrieved from https://royalsociety.org.nz/assets/Uploads/Languages-in-Aotearoa-New-Zealand.pdfGoogle Scholar
Scheffer-Cosslett, P., & Kitchen, M. (2013). A case study of the motivation of students learning German in a high school. The New Zealand Language Teacher, 39, 22–31.Google Scholar
Smith, H. (2015). English language issues for jury service by New Zealanders from migrant and refugee backgrounds. Kotuitui: New Zealand Journal of Social Sciences Online, 10(1), 58–67.Google Scholar
Stats, NZ (2014a). 2013 Census QuickStats about culture and identity. Retrieved from http://archive.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-culture-identity/languages.aspxGoogle Scholar
Stats, NZ (2014b). Te Kupenga 2013 (English) – corrected. Retrieved from http://archive.stats.govt.nz/browse_for_stats/snapshots-of-nz/nz-progress-indicators/Home/Social/speakers-of-te-reo-maori.aspxGoogle Scholar
Stewart, G. (2014). Te reo Māori in classrooms: Current policy, future practice. Set 3, 3–7.Google Scholar
Tabata-Sandom, M. (2016). A balanced approach: Future directions for L2 Japanese reading instruction at New Zealand tertiary institutions. In Ogino, M., Shino, P. & Nesbitt, D. (Eds.), Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand (pp. 232–265). Palmerston North: Massey University Press.Google Scholar
Tāmaki Makaurau Auckland Languages Strategy Working Group. (2015). Ngā reo o Tāmaki Makaurau / Auckland Languages Strategy. Auckland: COMET Auckland.Google Scholar
Tan, C. S. (2017). Teacher beliefs on L1 use in multilingual classrooms: A New Zealand university language centre. New Zealand Studies in Applied Linguistics, 23(1), 17–32.Google Scholar
Tapusoa, E., Podmore, V. N., Tuafuti, P., Taouma, J., & Crichton, M. (2016). The A‘oga Fa‘a Samoa: A Samoan-immersion centre. In Podmore, V. N., Hedges, H., Keegan, P. J., & Harvey, N. (Eds.), Teachers voyaging in plurilingual seas: Young children learning through more than one language (pp. 57–78). Wellington, NZ: NZCER.Google Scholar
Te Taura Whiri i te Reo Māori. (n.d.). What is the Māori Language Commission? Retrieved from www.tetaurawhiri.govt.nz/about-us/what-is-the-maori-language-commission/Google Scholar
Thomas, M. (2017). The future of home tutoring. Wellington, NZ: English Language Partners.Google Scholar
Tocker, K. (2015). The origins of kura kaupapa Māori. New Zealand Journal of Educational Studies, 50(1), 23–38.CrossRefGoogle Scholar
Tung, S., & Kitchen, M. (2014). English-language learners and the Progressive Achievement Test: Mathematics. Set 2, 51–58.Google Scholar
Waite, J. (1992). Aoteareo: Speaking for ourselves: A discussion on the development of a New Zealand languages policy. Wellington, NZ: Learning Media, Ministry of Education.Google Scholar
Walrond, C. (2015). Cook Islanders. Te Ara – the Encyclopedia of New Zealand. Retrieved from www.TeAra.govt.nz/en/cook-islandersGoogle Scholar
Ward, D., & East, M. (2016). Is language learning languishing? Stakeholders’ perspectives on the provision of secondary school foreign language programmes in New Zealand. The New Zealand Language Teacher, 42, 44–62.Google Scholar
Wette, R. (2013). EAP writing instruction in New Zealand: Process-product blends and teachers’ priorities. The TESOLANZ Journal, 21, 41–56.Google Scholar
Winitana, C. (2011). My language, my inspiration. Wellington, NZ: Huia Publishers.Google Scholar
Wu, J., & Erlam, R. (2016). The effect of timing on the quantity and quality of test-takers’ writing. New Zealand Studies in Applied Linguistics, 22(2), 21–34.Google Scholar