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Approaching language learning with adult L2 writers with emergent literacy
Get PDFNew Zealand is welcoming 500 more former quota refugees in 2020, many of whom are adults with minimal or interrupted formal education. Ten years ago, Tarone, Bigelow and Hansen (2009) informed practitioners that “researchers have not singled out for study L2 learners who are illiterate or have low literacy levels.” In 2017, a 2-year enquiry was begun which asked former adult refugees to relate some of their experiences learning English, what helped and what hindered and to think of strategies that had worked for them.
The collaborative study between two large organisations consisted of 60 adult former refugee participants with 0-2 years of prior learning who had lived in New Zealand for less than five years. Data was collected using pre and post interviews with first language interpreters, and two 6-week classroom observations.
The results confirmed that first language assistance helped to bridge the gap initially, that learners’ rich and long traditions assist their learning, as do use of digital technologies. Learners assets include aural awareness, oracy and abilities with memory which they can use as tools for learning. The key constraints to learning were health concerns and stresses associated with dislocation. Although these impacted on attendance participants sometimes attended class in spite of these difficulties, suggesting perhaps the classroom was meeting well-being as well as learning needs.
As learners with little prior former education present in adult classrooms teachers may become aware of the strengths and assets they bring with them. A flexible interactive curriculum based on enquiry and negotiation can, given time, draw learners into the first steps of L2 literacy and become a rewarding experience for both learners and teachers
Heartwood: Te Ruru Light Festival: Lake Rotoroa pop-up 2020
No full textA light and sound installation bringing an ancient tree to life. The work used light and sound to create the illusion of a heartbeat emanating from the heart of the tree. The work helps viewers consider the life of a tree and recognise it as a living being that, like us, is born, lives, and dies. The red pulsing lights which illuminated the core of the tree created artery like forms from the base of the tree up into the canopy
Language and communication: A vital component of health for people with refugee backgrounds.
No full textAim: This article reports on a collaborative project that explored transdisciplinary understandings of the implications of learning English for the health and well-being of people who have come as refugees to Aotearoa New Zealand.
Background: It is important to understand learners’ backgrounds and wider social worlds to best offer them opportunities for learning the English language, which is in most cases a significant factor in health literacy and in being able to access health care.
Methodology: Secondary analysis was used to analyse the health implications of an emergent data set from a primary research study with learners who were refugees. Sixty adults of refugee backgrounds participated in the primary research. Ages of participants ranged from 18 to 64 years, and the participants were predominantly female.
Findings: The key themes developed from the secondary analysis were: complexity of life experience, challenges to living and learning, family responsibilities, challenges to “peace of mind” and mental health, and personal agency. Eliciting narratives about who people are, where they are from, and how migration affects them at all levels of daily life, and therefore their health and well-being, is integral to culturally safe practice with people with refugee backgrounds.
Conclusions: The health of new New Zealanders is a social equity issue that nurses and other health and social-care professionals need to be concerned with, especially in creating culturally safe conditions for people with refugee backgrounds to engage well with health services
Enhancing Active Learning in Challenging World: Simple Strategies
Get PDFTo mould people into good citizens, education is very important. It plays an essential role in the wealth of a nation. Teachers have a vital role in ensuring a high-quality society. In a teacher’s role, one of the biggest challenges is to prepare an effective lesson plan so that
learners are actively involved in the class. Active learning includes engaging learners with course material through discussions, role-play, project-based studies, problem solving, etc.
During the global COVID-19 pandemic, we were obliged to switch from physical classrooms to online learning environments. However, maintaining active learning strategies in an online environment was challenging. In this article, we share our experience of adapting active
learning strategies to suit virtual classrooms.
Reviews showed that even though there is no substantial difference in assessment performance, students prefer to complete activities face-to-face rather than online (Kemp & Grieve, 2014). Their study also indicated that students’ written feedback showed a strong preference for class face-to-face discussions, as they felt actively engaged, and received instantaneous feedback, compared to online discussions.
In-class learning is a better way of facilitating two-way interaction than online learning as sometimes content is delivered using pre-recorded videos instead of in the presence of a tutor.
This mean that in online learning, there is often only one-way interaction. This study is an attempt to discuss various active learning strategies that can be used to improve student performance. Although, the innovation in technology-enhanced the virtual classrooms in many
respects but still the transition from face-to-face to online classroom was still challenging.
However, online delivery is the only available learning mode in some exceptional situations like the 2020 Covid-19 pandemic. In any classroom, there is a diverse group of students as they are invariably from different age groups, different cultures and every student has a
different background, which means every student has a unique perspective.
According to our observation with online class delivery experiences, mature learners (age group above 18 years) are able to adapt to new environments quickly, and they can easily cope with such challenges. During online classes, we have noticed that their higher focus on
studies helped them to succeed in distance papers even with reduced tutor interaction and they have excellent time management skills.
There are various active learning strategies we can use to make our teaching and learning process more effective. We create opportunities for our learners to become engaged, empowered and inspired by following student-centred learning processes. Active learning will
encourage learners to interact more deeply with course content. It is a two-way process, with students sharing their knowledge and thoughts instead of just listening to the tutor. There are various approaches and strategies to get learners engaged during online sessions
The mercury moment: Sneaky Feelings [music CD]
No full textThe album has 12 compositions, of which I wrote three. I performed on all the tracks, however
COVID-19 As an equalizer for filmmakers
Get PDFWorldwide lockdowns brought film productions to a grinding halt. For many, this meant time to focus on their own creative projects, and without the resources they could normally access, filmmakers were creative in the construction of new works. Lockdown opened new possibilities for collaboration and experimentation and with studios closed, COVID-19 became an equalizer of resources. Filmmakers utilized technology on hand, relationships were nurtured through digital connections, momentum became internally rather than financially motivated, and many creative people who were usually time-poor found themselves with an abundance of the resource of time
Kie Estas Via Voco: The Janitors of Lunacy, Performance
Get PDF“Where is your voice?/Did you lose it?/Is it mute?/Or confused? //Where is your voice?/Is it a strangers?/Unusual?/Unfamiliar?//Where is your voice?”
Kie Estas Via Voĉo is an experimental soundscape performance art work written in Esperanto, exploring the role the voice has in defining the body, and the chaos that ensues when the voice is subverted or destroyed.
https://youtu.be/9T_WoHoGsfE?t=141
"She Said, She Said - The influence of feminine 'voices' on John Lennon's music" Ed. Kai Arne Hansen, Eirik Askerøi, Freya Jarman
No full textAbstract:
John Lennon’s songs show the recurrent influence of feminine voices, and this can be shown by musicological comparisons of Lennon compositions with earlier songs sung by women, which he was familiar with. Some of these resemblances have already been pointed out; others are discussed here for the first time. These influences derive almost entirely from one period (1960-1963) and are mostly US R&B/pop recordings, predominantly of the girl group genre. The chapter will focus on how these tracks influenced Lennon’s songwriting (he wrote in partnership with Paul McCartney, but it is possible to establish the balance of their contributions by reference to secondary literature, eg Miles 1997, Sheff and Golson 1982, MacDonald 2005).
Book Summary:
Popular Musicology and Identity paves new paths for studying popular music’s entwinement with gender, sexuality, ethnicity, class, locality, and a range of other factors. The book consists of original essays in honour of Stan Hawkins, whose work has been a major influence on the musicological study of gender and identity since the early 1990s. In the new millennium, musicological approaches have proliferated and evolved alongside major shifts in the music industry and popular culture. Reflecting this plurality, the book reaches into a range of musical contexts, eras, and idioms to critically investigate the discursive structures that govern the processes through which music is mobilised as a focal point for negotiating and assessing identity. With contributions from leading scholars in the field, Popular Musicology and Identity accounts for the state of popular musicology at the onset of the 2020s while also offering a platform for the further advancement of the critical study of popular music and identity. This collection of essays thus provides an up-to-date resource for scholars across fields such as popular music studies, musicology, gender studies, and media studies
Employees on social media: A multi-spokespeople model of CSR communication
Get PDFIncreasing societal and stakeholder expectations, along with easy access to information through social media, means corporations are asked for more information. The traditional approach to CSR communication, with corporations controlling what and how much to share with stakeholders has been restructured by social media, with stakeholders taking control. As legitimacy on social media is created through the positive and negative judgements of stakeholders, corporations must plan how to meet stakeholder demands for information effectively and legitimately, and this includes choosing appropriate spokespeople. Corporations in India have now turned towards their employees as CSR spokespeople. By encouraging employee activity on social media, these corporations are attempting to meet stakeholder demands and generate legitimacy through spokespeople whom stakeholders perceive as equals. This article examines that strategy and discusses its viability of using employees as spokespeople for CSR communication and engagement with stakeholder