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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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Language-as-Resource: Language strategies used by New Zealand teachers working in an international multilingual setting
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In: Australian Journal of Teacher Education (2018)
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Language-as-resource: Language strategies used by New Zealand teachers working in an international multilingual setting
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Understanding the use of Māori and English in dual language picturebooks through a sociolinguistic lens
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In: Sociolinguistics symposium twenty two (2018)
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Oceanic languages: A comparative investigation of pre-clausal constructions
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Audiences, referees, and landscapes: Understanding the use of Māori and English in New Zealand dual language picturebooks through a sociolinguistic lens
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Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing
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The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context
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Kiwi, kapai, and kuia: Māori loanwords in New Zealand English children's picture books published between 1995 and 2005
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Japanese language teaching in Malaysia and New Zealand: Recent history, current practice and curriculum
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E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori
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Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand
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Abstract:
This study inquired into English language teachers’ beliefs and practices in China and in New Zealand, and explored the process of using New Zealand English language teachers’ beliefs and practices as a stimulus in promoting and developing Chinese English language teachers’ understanding of English language teaching and their practices in the classroom. Interviews and questionnaires were conducted respectively in both China and New Zealand from May, 2007 to November, 2007. An action research was conducted in China, which lasted about four months with three cycles from March to July in 2008. Two English language teachers with the students in their class participated in the action research. The goal of the study was to identify the role that New Zealand English language teachers’ beliefs and practices played in helping Chinese English language teachers develop their teaching beliefs and practices so as to promote their students’ communication competence in the target language. On investigation, it was found that New Zealand English language teachers’ beliefs and practices played a positive role in helping Chinese English language teacher participants develop their teaching beliefs and practices. They provided Chinese teacher participants with new angles to think and reflect their own teaching beliefs and practices, and provide teacher participants with implications to be creative in the construction and reconstruction of new beliefs and practices. However, it was also found that in learning and using New Zealand teachers’ beliefs and practices, Chinese teacher participants had to consider the contexts within which their teaching occurred. It was proposed by this research that during the cross-cultural transplantation of teaching beliefs and practices, cultural congruence and pedagogical reconciliation had to be achieved. Without regard to the Chinese educational culture, values, expectations, and Chinese teachers’ expertise, the change would be superficial. This study embraced a positive attitude toward using beliefs and practices from other culture(s) in Chinese English language teacher development and proposed it as an effective teacher development mode for China’s English language teacher education programme.
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Keyword:
English language teaching in China; New Zealand English language teachers' beliefs and practices; teacher development
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URL: https://hdl.handle.net/10289/5955
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Dynamic conceptions of input, output and interaction: Vietnamese EFL lecturers learning second language acquisition theory
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The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children
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Overhearing Tangi, Tangaroa, and Taniwha: the reported effects of Māori loanwords in children's picture books on language use and cultural knowledge of adult readers
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In: Te reo. - Auckland 52 (2009), 3-16
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Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books
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Daly, Nicola. - : Victoria University of Wellington, School of Linguistics and Applied Language Studies, 2007
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Politeness and face in digitally reconfigured e-learning spaces
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