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Research in applied linguistics and language teaching and learning in New Zealand (2006–2010)

Published online by Cambridge University Press:  22 February 2013

Alastair Ker ,
Rebecca Adams  and
Gillian Skyrme
Alastair Ker
Affiliation:
Victoria University of Wellington, New Zealandalastair.ker@vuw.ac.nz
Rebecca Adams
Affiliation:
Northcentral University, Arizona, USAradams@ncu.edu
Gillian Skyrme
Affiliation:
Massey University, New Zealandg.r.skyrme@massey.ac.nz
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Abstract

This survey gives an overview of research into language teaching and learning in New Zealand over a five-year period, including the context of that research. The majority of New Zealanders are monolingual English speakers, yet the country faces complex linguistic challenges arising from its bicultural foundations and the multicultural society it has become. The survey encompasses the teaching and learning of indigenous and community languages, including te reo Māori and New Zealand Sign Language, both official languages; the teaching and learning of foreign languages and English for Speakers of Other Languages (ESOL); psychological factors in language learning; and language teacher education. Certain themes recur: the daunting task of maintaining minority languages against a tide of language shift, the lag between language trends and language policy, and the struggle to create space within the education system for cultural and linguistic diversity. Research into language teaching and learning in New Zealand is vibrant, but there is a need for greater collaboration, generalisability and more effective dissemination of research findings. Future research should focus on the effectiveness of methodologies and programmes in international comparison, and helping teachers and course designers to refine the use of digital technology.

Type
A Country in Focus
Information
Language Teaching , Volume 46 , Issue 2 , April 2013 , pp. 225 - 255
Copyright
Copyright © Cambridge University Press 2013

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