2 results for Book item, From policy to practice: empowering minority language speakers in New Zealand

  • From policy to practice: empowering minority language speakers in New Zealand

    van Hees, Jannie (2009)

    Book item
    The University of Auckland Library

    AThis book explores how researchers in different parts of the world deal with cultural diversity in teacher education programmes. In the nine countries presented in this volume (USA, Scotland, Japan, Finland, Colombia, France, New Zealand, Canada, and Mexico) the discussion centres on how individual teachers can be empowered to become difference-making professionals. This tri-lingual publication sets out to challenge current language ideologies and provide examples of enhancing possibilities. My chapter offered an opportunity to present a lens on New Zealand’s cultural and linguistic landscape, and describe evidence-based pedagogical current practices that in a global sense are leading edge. It combined an historical backdrop with school examples derived from my research-based work in schools. Contributors were by invitation only, most of who were co-presenters at a symposium at the AILA Congress in Essen in 2009. Subsequently, editors have invited me to propose further research and publishing collaborations.

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  • From policy to practice: empowering minority language speakers in New Zealand

    van Hees, JA (2009)

    Book item
    The University of Auckland Library

    AThis book explores how researchers in different parts of the world deal with cultural diversity in teacher education programmes. In the nine countries presented in this volume (USA, Scotland, Japan, Finland, Colombia, France, New Zealand, Canada, and Mexico) the discussion centres on how individual teachers can be empowered to become difference-making professionals. This tri-lingual publication sets out to challenge current language ideologies and provide examples of enhancing possibilities. My chapter offered an opportunity to present a lens on New Zealand’s cultural and linguistic landscape, and describe evidence-based pedagogical current practices that in a global sense are leading edge. It combined an historical backdrop with school examples derived from my research-based work in schools. Contributors were by invitation only, most of who were co-presenters at a symposium at the AILA Congress in Essen in 2009. Subsequently, editors have invited me to propose further research and publishing collaborations.

    View record details