He Reo for Our Future: Te Reo Maori and Teacher Identities, Attitudes, and Micro-Policies in Mainstream New Zealand Schools

Autor/inn/en	Barr, Sophie; Seals, Corinne A.
Titel	He Reo for Our Future: Te Reo Maori and Teacher Identities, Attitudes, and Micro-Policies in Mainstream New Zealand Schools
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 6, S.434-447 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seals, Corinne A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2018.1505517
Schlagwörter	Professional Identity; Educational Policy; Teacher Attitudes; English; Malayo Polynesian Languages; Ethnic Groups; Pacific Islanders; Foreign Countries; Elementary School Teachers; Sociolinguistics; Language Variation; Language Usage; Language of Instruction; Classroom Techniques; Cultural Influences; Case Studies; Language Planning; New Zealand + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Lehrerverhalten; English language; Englisch; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziolinguistik; Sprachenvielfalt; Sprachgebrauch; Teaching language; Unterrichtssprache; Klassenführung; Cultural influence; Kultureinfluss; Case study; Fallstudie; Case Study; Sprachwechsel; Neuseeland
Abstract	The present study investigates the connections between macro-language policies, access to resources, classroom micro-policies, and teacher identities of three Pakeha ('New Zealand European') primary school teachers at three New Zealand schools. As New Zealand educators are increasingly expected to incorporate te reo into the classroom, this article explores the challenges that they face in achieving this goal, including those related to their sociolinguistic identities and micro-policies in the classroom. Our findings show that the teachers' attitudes and personal identity connections with New Zealand English and te reo Maori heavily impacted their classroom language practices. This article concludes that teachers' micro-policies and practices are reflective of their own beliefs, capabilites, internal and external support, and personal embodied experiences. These factors combined impact the presence of te reo Maori in the modern New Zealand English classroom and the ability for co-construction of identity in the teaching-learning space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01