Search

Aims: This study aimed to identify and evaluate tools and resources used to support the implementation of workplace healthy food and drink policies, primarily in Australia and New Zealand. Methods: A scoping grey literature review included searches of government agencies and non‐governmental organisations' websites in six English‐speaking countries, public health nutrition intervention databases and Google search engine queries. Paper‐based and digital tools were included if they were written in English, referred to within a policy or on a policy's website, and primarily targeting supply‐side stakeholders. Tools were evaluated on two domains: 'Features' (summarised descriptively) and 'Usability and Quality' (with inter‐rater reliability scores calculated using an intraclass correlation coefficient). Results: Twenty paper‐based tools were identified relating to Australian (n = 14) and New Zealand (n = 6) policies, and a further six digital tools were identified from Australia (n = 3) and Canada (n = 3). Target audiences included workplace managers, food providers and suppliers. The paper‐based tools focused on general implementation guidance. In contrast, digital tools tended to support specific elements of policy implementation. 'Usability and Quality' scores ranged from 2.9 to 4.5 (out of 5.0) for paper‐based tools, and 3.9 to 4.2 for digital tools, with a moderate agreement between reviewer scores (intraclass correlation coefficient 0.523, p = 0.010). Conclusions: A range of tools have been developed to support the implementation of workplace healthy food and drink policies. Understanding the strengths and limitations of current tools will assist in developing improved aids to support policy implementation. [ABSTRACT FROM AUTHOR]

While colonial worldviews and practices continue to cast a long shadow, indigenous efforts to reflect and protect their humanature relationships mark a striking form of political resistance within modern legal contexts. One particularly revealing case is that of Aotearoa New Zealand during the Te Awa Tupua (Whanganui River) Settlement Bill in 2017, where Māori parliamentarians successfully advocated—after decades of struggle—for the granting of rights to a natural entity through nuanced code switching strategies between English and Te Reo Māori (the Māori language). Drawing on cultural discourse analysis (CuDA), we showcase how their code-switching practices highlighted cultural differences, built identities, and advocated for kaitiakitanga (the Māori worldview of guardianship). By looking at code-switching through CuDA’s discursive hubs, we found that speakers relayed complex humanature worldviews and navigated the linguistic, colonial, political, and environmental struggles experienced within them. Speakers performed culturally distinct practices counter to Western derived hegemony, with regard not only to its depictions of the environment, but across its designations of what a culture should encompass regarding humanature relations within an intercultural setting such as Parliament. [ABSTRACT FROM AUTHOR]

This variational pragmatic study investigates the realisation of apologies in local council meetings in New Zealand and Britain. Specifically, it aims to establish to what extent the macro-social factors gender and region influence the choice and combination of apology strategies. The data are drawn from two multi-modal corpora, The Corpus of Australian and New Zealand Spoken English (CoANZSE) and The Corpus of British Isles Spoken English (CoBISE). Our findings reveal general shared trends both across the two regional varieties and the two gender groups. Apologies are mostly realised by sorry forms and speakers prefer to use just one single apology strategy. Nevertheless, within these general trends, some distinct gender patterns are manifest. Overall, though, our findings indicate that the influence of gender and region on the realisation of apologies is limited. The communicative setting of council meetings seems to exert a bigger impact on the apology behaviour of the councillors. [ABSTRACT FROM AUTHOR]

Although swearing is often perceived as intrinsically offensive language, it is how swearing use is indexed against a person's understanding of local social norms that constructs swearing as offensive. This paper presents an analysis of swearing within a social context where high frequency swearing is a norm: a male rugby team in New Zealand. Drawing upon a dataset collected from ethnographically collected authentic interactions, an analysis of the frequency of swear words and a comparison with other English corpora is presented, followed by an interactional sociolinguistic analysis of how swearing is used in interactions. The aim of the paper is to demonstrate not only how swearing can be used to engender solidarity, but that a range of socio-pragmatic functions of swearing such as intensifying and indexing a vernacular identity, can be used in performing leadership. [ABSTRACT FROM AUTHOR]

Simple Summary: Cats coexist in almost all places of human habitation. An English-language internet search identified 16 different recommendations for responsible ownership across 10 nations from 58 different webpages. Most webpages were attributed to Australian local governments, so recommendations may lack local nuance in other countries. More than half the webpages recommended registration and microchipping (65.5%), desexing (65.5%), and containment (60.3%). Both Australia and New Zealand showed majority support for containment, possibly because there is significantly higher agreement in Australia and New Zealand that cats threaten valued wildlife in cities, towns, and rural areas. There were, however, few clear recommendations from these countries for environmental and behavioural enrichment for pet cats in households. Unlike the Oceanian nations, in the webpages explored, all other countries recommended improved understanding and provision for cat needs, but with few recommendations for containment. Different welfare considerations are informing attitudes towards cat ownership internationally. Encouraging containment, a responsible cat ownership practice with benefits for cats and wildlife, may be more likely to succeed outside Oceania if cat welfare is emphasised instead of wildlife protection. Within Oceania, more attention could be given to enhancing the well-being of contained cats. Cats are popular companion animals globally. While the general academic definition of responsible cat ownership is agreed upon, committing to responsible cat ownership is multifaceted, often reflecting regional priorities and values. Utilising a virtual private network (VPN), an English-language online search for 'responsible cat ownership' was applied from major cities in 10 different nations, accounting for five different geographic regions and nine different geographic sub-regions. Data were extracted from the first 20 webpages of each search and included author affiliation, country of webpage origin, and all recommendations towards responsible cat ownership. Searches identified 58 different webpages, 142 duplicate results, and 16 different recommendations. Both before (60.5%) and after (58.6%) duplicate exclusion, irrespective of region, most webpages originated from Australia, so recommendations may lack local nuance in other countries. Similarly, local government webpages were the most common author affiliation both before (35.5%) and after (37.9%) duplicate exclusion—moreover, most Australian webpages were authored by local government (55.9%). More than half of all webpages recommended registration and microchipping (65.5%), desexing (65.5%), and containment (60.3%), probably due to the predominance of local government and Australian webpages online—reflecting Australia's strong legislative stance. Both Australia and New Zealand showed majority recommendations for containment but not for environmental and behavioural enrichment in households. This may be partially explained by the significantly higher agreement in Australia and New Zealand that cats threaten valued wildlife in cities, towns, and rural areas. Unlike the Oceanian nations, other countries clearly recommended improved understanding and provision for cat needs, but with little evidence of support for containment. Thus, divergent welfare considerations inform major webpages associated with attitudes towards cat ownership internationally. Encouraging containment, a responsible cat ownership practice with benefits for cats and wildlife, may be more likely to succeed outside Oceania if cat welfare is emphasised instead of wildlife protection. Within Oceania, more attention could be given to enhancing the well-being of contained cats. [ABSTRACT FROM AUTHOR]

International research suggests that sophisticated picturebooks, with their ability to act as windows and mirrors, may have the potential to offer accessible opportunities for both teachers and students to explore interculturality in the classroom and open new worlds to English for Speakers of Other Languages (ESOL) students of all ages. This literature review explores the implications and opportunities for English language teachers to expand the development of intercultural communicative competence (ICC) in their classrooms and highlights the need for teachers to consider the materials and activities used and how those, along with their own cultural positioning, support students in developing as intercultural speakers. Findings suggest the potential of sophisticated picturebooks to foster ICC within New Zealand's particular ESOL context by supporting an intercultural pedagogy that could illuminate aspects of Aotearoa's multicultural society in relation to Te Tiriti o Waitangi and mātauranga Maori, in line with the current Refresh of the New Zealand curriculum (Te Poutāhū, 2023). [ABSTRACT FROM AUTHOR]

The predicates promise and threaten with a to infinitive complement can be used in two main senses, with each sense representing a different argument structure: subject control, and subject to subject raising. Recent work has shown both uses to have been available for several centuries, with the raising variant emerging later than the control. The present investigation aims to provide insight into the usage patterns of the two predicates in the Englishes of New Zealand, Britain, and North America. The former is compared to the two latter varieties to help further our understanding of the complex system of the grammar of English predicate complementation. The data is examined from quantitative and qualitative perspectives, and the results indicate not only significant variation in usage among the varieties, but also high levels of correlation in some areas. New findings emerge from the study, including on the notion of stance, offering fresh avenues of research into the nature of the complementation patterns examined and their use in three core varieties of English. [ABSTRACT FROM AUTHOR]

This ethnographic study, set at a higher educational institution (HEI) in New Zealand, was inspired by the many English as an additional language (EAL)/international students at HEIs prior to the current pandemic situation in the world. The motivation was to understand the students better from a beyond the Language Self-Access Centre (LSAC) perspective and to see if their needs were met competently. Whereas students were using English in a new educational system and in an unfamiliar society, HEIs aim to internationalise in order to provide excellent education for them. The suggestion here is that a transformation through mutual adjustments would benefit both students and institutions. Reflection on measures for both sides to adopt in adjusting to each other is included. [ABSTRACT FROM AUTHOR]

Aotearoa New Zealand and Australia are similar in many ways. Both were colonised by English-speaking British settlers, and English is a national language in each country. In recent years, both countries have become destinations for immigrants speaking languages other than English and international fee-paying students. Both have a chequered history of maintaining the languages of the tangata whenua (people of the land) or aboriginal people. However, their histories and educational systems diverge on educational programmes and practices supporting citizens and newcomers from non-English heritage cultural and linguistic backgrounds. The linguistic and cultural histories of these two countries have shaped educational policies and practices that, in turn, have impacted how teachers are prepared to teach in linguistically and culturally heterogeneous classrooms. This paper reviews approaches found to support emergent bilingual learners, and those that research suggests are culturally sustaining. It then compares educational documents from Australia and NZ against principles drawn from this literature. It asks whether supporting the needs of emergent bilingual learners in mainstream classes in these countries emerges as a cultural or linguistic issue. [ABSTRACT FROM AUTHOR]

This paper investigates the possibility of epicentral influence from two endonormative varieties of English – Australian English (AusE) and New Zealand English (NZE) – on a norm‐developing variety, Papua New Guinean English (PNGE). Through a keyword analysis of recent parliamentary Hansard data, we are able to identify some structural language features that distinguish the Pacific varieties from British English (BrE) – the use of got, going (to) and choice of pronoun case. While each of these features showed the Pacific varieties to have shared usage patterns that distinguished them from BrE, a diachronic analysis of them for AusE and NZE did not produce clear patterns from which a source of epicentral influence could be identified. Further study, with more detailed diachronic data, could well prove useful in explaining current trends and identifying whether AusE or NZE act as epicentres within the Pacific region. [ABSTRACT FROM AUTHOR]

A growing body of research in psycholinguistics, corpus linguistics, and sociolinguistics shows that we have a strong tendency to repeat linguistic material that we have recently produced, seen, or heard. The present paper investigates whether priming effects manifest in continuous phonetic variation the way it has been reported in phonological, morphological, and syntactic variation. We analyzed nearly 60,000 tokens of vowels involved in the New Zealand English short front vowel shift (SFVS), a change in progress in which trap / dress move in the opposite direction to kit, from a topic-controlled corpus of monologues (166 speakers), to test for effects that are characteristic of priming phenomena: repetition, decay, and lexical boost. Our analysis found evidence for all three effects. Tokens that were relatively high and front tended to be followed by tokens that were also high and front; the repetition effect weakened with greater time between the prime and target; and the repetition effect was stronger if the prime and target belonged to (different tokens of) the same word. Contrary to our expectations, however, the cross-vowel effects suggest that the repetition effect responded not to the direction of vowel changes within the SFVS, but rather the peripherality of the tokens. We also found an interaction between priming behavior and gender, with stronger repetition effects among men than women. While these findings both indicate that priming manifests in continuous phonetic variation and provide further evidence that priming is among the factors providing structure to intraspeaker variation, they also challenge unitary accounts of priming phenomena. [ABSTRACT FROM AUTHOR]

Objectives: To examine loneliness experienced by middle-aged and older Chinese immigrants and its association with accepting technology as a companion (apps, Internet and robots) versus owning pets, when social distancing measures were implemented in New Zealand during the first COVID-19 outbreak. Methods: This study conducted a community-based cross-sectional survey. Chinese immigrants who were 45–87 years old (n = 173) were invited to answer an online survey in the Chinese language, collecting demographic data, responses to the 6-item De Jong Gierveld Loneliness Scale and experiences in using technology and pet ownership. Descriptive analyses and inferential statistics tests were utilised in the data analysis. Results: A moderate level of overall loneliness with a mean score of 3.68 (SD 1.84), ranging from 0 to 6, was reported by participants. Emotional and social loneliness ranged from 0 to 3 with mean scores of 1.69 (SD 0.98) and 1.99 (SD 1.24), respectively. Self-reported health, financial status, English language abilities, transportation and experiences of using the Internet and apps were significantly related to experiencing loneliness. Loneliness had a weak association with acceptance of robots and pets, but 67.8% and 58.3% of participants who felt lonely, accepted companionship of robots and pets, respectively. Conclusions: The level of loneliness among older and middle-aged immigrants increased during the COVID-19 pandemic. Further evidence of the specific dimensions of loneliness and the utility of technology to alleviate loneliness among immigrant groups is needed. Interventions tailored for older people with specific cultural requirements to address loneliness are needed. [ABSTRACT FROM AUTHOR]

Over the last two decades, task-based language teaching (TBLT) has been promoted as more effective for language acquisition than conventional communicative pedagogic practices in a variety of literature. However, it is unclear whether TBLT principles are integrated into English as additional language (EAL) teachers' beliefs and how they made use of ideas announced in the TBLT literature at tertiary level in New Zealand. This exploratory study investigated whether TBLT is evident in three tertiary EAL teachers' classes and how these teachers used tasks in language classes in New Zealand. Repeated semi-structured interviews and classroom observations were employed in this case study research. A key finding is that teachers were using a Communicative Language Teaching model rather than what they claimed to be TBLT. Furthermore, teachers did not prioritize a particular task feature, which was to have a non-linguistic outcome at the end of the task. This study contributes to our understanding of teachers' beliefs and practices with regard to TBLT in New Zealand. [ABSTRACT FROM AUTHOR]

The Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) is a quick assessment of cognitive function with four equivalent forms, validated in the United States. This permits assessment of cognitive decline or improvement. Equivalent forms reduce some repeat testing effects in longitudinal assessments. An important incidental finding in a New Zealand controlled trial utilising the RBANS as a primary outcome measure, was that form A and form B were different in immediate memory scores. The controlled trial was negative for changes in all RBANS items. Although validating the RBANS in our cohort was not the purpose of this study, the difference found between form A and B was significant. The RBANS form A 'story memory' item contains a phrase that is unusual in New Zealand speech, and could explain the observed discrepancy between the forms. Although the forms have been validated previously, different English language regions should check for any phrasing that is unusual if not previously validated in the local population. [ABSTRACT FROM AUTHOR]

Background: Selective dorsal rhizotomy (SDR) is a neurosurgical intervention to reduce spasticity in children with cerebral palsy. Parents researching SDR for their child may be influenced by framing of SDR in news media articles they read. This study examined framing of SDR in English‐language news media. Methods: Content analysis of English‐language news media articles including the search term 'rhizotomy' in the Factiva database published July 2015 to July 2018 in online or print form in Canada, New Zealand, Australia, United States of America and the United Kingdom. Results: One hundred and eighty‐six articles were identified describing 91 different children (45 male), almost all with cerebral palsy, median age 4 years old. One hundred and twenty‐six articles were written prior to surgery; in many articles, SDR surgery involved travel overseas and/or fundraising. SDR was described universally in positive terms with little discussion of risks. Content of articles variably included the specialized nature of SDR, parental frustration with their local health system and their hope for positive outcomes. There was geographical variation in both numbers of articles and content. Conclusions: SDR is a common focus in cerebral palsy news media articles in some countries. Framing in these articles supports SDR as a beneficial and specialized procedure and may lead families to believe they need to work outside their local health systems. As news media are likely an important influence on families' attitudes to SDR, clinicians should be aware of this influence. [ABSTRACT FROM AUTHOR]

Within New Zealand (NZ), Pacific people experience higher prevalence of mental disorder than non-Pacific people. Bilinguals are believed to have psychological advantages over monolinguals, although the empirical evidence base is equivocal. A prospective cohort of Pacific mothers was studied at 6 weeks (n = 1272), 1-year (n = 1135), and 2-year (n = 1059) postpartum. At 6 weeks, 343 (27.0%) mothers were fluent in both Pacific and English languages, 519 (40.8%) only fluent in Pacific language(s), and 410 (32.2%) only fluent in English. Over assessment waves, 16.0%, 12.5%, and 8.7% of mothers had mental disorder symptom indications. In adjusted generalized estimating equation analysis, mothers speaking English only had odds of mental disorder symptom indication of 2.24 as compared to bilingual mothers, while those who spoke Pacific language(s) only had odds of 1.52. Supporting Pacific and English languages within NZ may confer mental health benefits to new Pacific mothers and potentially others. [ABSTRACT FROM AUTHOR]

A few months before immigrating to New Zealand, an Afrikaans‐English bilingual woman was interviewed in South Africa about her expectations of her sociolinguistic life in her new country. Fifteen years later she was interviewed again, in New Zealand. This article tells the story of her pre‐departure expectations and desires, and her retrospective meaning making of the experiences she had lived since her arrival in New Zealand. This longitudinal narrative study focuses on her use of South African English in the host country, particularly in the community and the workplace, and pays attention to its reception by others in these contexts. The study draws on a cognitive‐developmental model of identity integration to frame the analysis of interview data from a narrative perspective. It does so by using short story analysis (Barkhuizen, 2016). Short stories are extracts of interview data in story form and are analyzed for their content and varying scales of context. Three short stories are analyzed in this article. They show how the participant's English is used and received in New Zealand and what effect this has on her life and identity as an immigrant in the country over time. [ABSTRACT FROM AUTHOR]

State secondary schools in New Zealand are tasked with managing significant numbers of English language learners (ELLs) (Jeurissen, 2020). Analysis of international and national testing of ELLs shows that minority students such as ELLs are disproportionally represented in lower levels of academic achievement (Poskitt, 2018; Song et al., 2014). New Zealand management, research, and professional development initiatives in English Language Learning (ELL) have largely responded by focusing on immediate pedagogical and teaching demands, with little recognition given to the underlying influence of belief systems on ELL. This article uses an ecological perspective and a qualitative, case study paradigm to share an understanding of the layered contexts within and around ELLs in secondary schools (Spolsky, 2004). The findings reveal that the beliefs of freemarket choice and bicultural status contest and overlap the inherited settler beliefs of egalitarianism and homogeneity. Combined, the four beliefs combine to compromise ELL in various ways. Concluding implications are intended to enhance awareness of national and local belief norms and expectations and their effect on ELL. [ABSTRACT FROM AUTHOR]

Aim: 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. [ABSTRACT FROM AUTHOR]

Purpose: In healthy speakers, the more frequent and probable a word is in its context, the shorter the word tends to be. This study investigated whether these probabilistic effects were similarly sized for speakers with dysarthria of different severities. Method: Fifty-six speakers of New Zealand English (42 speakers with dysarthria and 14 healthy speakers) were recorded reading the Grandfather Passage. Measurements of word duration, frequency, and transitional word probability were taken. Results: As hypothesized, words with a higher frequency and probability tended to be shorter in duration. There was also a significant interaction between word frequency and speech severity. This indicated that the more severe the dysarthria, the smaller the effects of word frequency on speakers’ word durations. Transitional word probability also interacted with speech severity, but did not account for significant unique variance in the full model. Conclusions: These results suggest that, as the severity of dysarthria increases, the duration of words is less affected by probabilistic variables. These findings may be due to reductions in the control and execution of muscle movement exhibited by speakers with dysarthria. [ABSTRACT FROM AUTHOR]

Typical assumptions regarding language planning applied to populations bilingual in English and in a second, minority language are realised in an epidemiological system dynamics model. These assumptions are shown to fail to consider the overwhelming and growing influence of English-language media, both passive (entertainment) and active (especially social media). This influence is subsequently modelled as an English-speaking population of high connectivity, attracting actual and potential bilinguals to effective unilingualism. The flow and loop structure of the model is demonstrated to entail long-term English language dominance. The model is applied to bilingual populations in the United Kingdom, Eire, and New Zealand. Recent trends are duplicated and projections given. Threshold values of parameters critical for survival and for the attainment of published goals are found, and current language planning criticised with reference to these. [ABSTRACT FROM AUTHOR]

Efforts to combat continuing gender inequalities in academia need to be informed by evidence about where differences occur. Citations are relevant as potential evidence in appointment and promotion decisions, but it is unclear whether there have been historical gender differences in average citation impact that might explain the current shortfall of senior female academics. This study investigates the evolution of gender differences in citation impact 1996–2018 for six million articles from seven large English‐speaking nations: Australia, Canada, Ireland, Jamaica, New Zealand, UK, and the USA. The results show that a small female citation advantage has been the norm over time for all these countries except the USA, where there has been no practical difference. The female citation advantage is largest, and statistically significant in most years, for Australia and the UK. This suggests that any academic bias against citing female‐authored research cannot explain current employment inequalities. Nevertheless, comparisons using recent citation data, or avoiding it altogether, during appointments or promotion may disadvantage females in some countries by underestimating the likely greater impact of their work, especially in the long term. [ABSTRACT FROM AUTHOR]

This article presents selected research on applied linguistics published in New Zealand, following Language Teaching 's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages, te reo Māori (the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects. [ABSTRACT FROM AUTHOR]

During the 2020 COVID-19 pandemic many countries and their educational institutions went into lockdown with courses suspended or conducted online. This study examines studying online experiences of participants on an ESP programme, the English Language Training for Officials programme, at a New Zealand university during this period. The aims of the programme include building connections with and understanding of New Zealand society and culture. The study uses survey data and semistructured interviews to compare the 2020 cohort's experiences with those of a 2019 cohort who were not impacted by the pandemic. Results indicate that while the 2020 cohort did feel that they had built connections with and understanding of New Zealand society and culture, the quality and amount of this were negatively impacted by the online mode. Suggestions are made about how to prepare staff and students better in future through preparation for and familiarity with using online interaction methods. [ABSTRACT FROM AUTHOR]

New Zealand's Pacific communities face significant generational language loss and their media are increasingly produced in English, raising questions about the centrality of language for ethnic media and their audiences. By drawing on semi-structured interviews with 23 media producers, this study finds tensions within and between Pacific-language and English-language media over the use of Pacific languages. It suggests that language is a strategic resource of identity in Pacific media that is shaped by a dialectic of internal and external identification. Rather than viewing ethnic media language practices as simply about language preservation or translating information for migrants, this paper suggests we examine language as a way that media producers intentionally perform their identity and legitimate Pacific media production. [ABSTRACT FROM AUTHOR]

Abstract The conceptualization of L2 motivation has largely involved survey-only studies of English, a growing global language, in English as foreign language (EFL) contexts. There has been less consideration of languages other than English, such as Japanese. This study aims to understand the motivation types and learning experiences of Japanese as a foreign language (JFL) learners in New Zealand, where foreign language learning is neither required nor widely valued, and where JFL learner numbers have declined at universities. This small-scale exploratory semester-long study examines different motivational constructs through qualitative data from an open-ended questionnaires and quantitative data from an L2 motivation survey. Analysis of the data indicated that integrativeness was the major initial reason for choosing to learn Japanese, but as students engaged in JFL learning and with the L2 community, they developed ideal L2 selves. Positive L2 learning experiences, often related to intrinsic orientation to learning, sustained their JFL learning. This study draws a different picture to previous EFL motivation research about future self-images, showing that different target languages and diverse reasons for learning should be considered in analyzing L2 motivation. [ABSTRACT FROM AUTHOR]

Today's Aotearoa New Zealand is rich with over 200 spoken languages (Ministry of Education [MoE], 2017). Many of these multilingual speakers are children, which places an importance on language within early childhood education [ECE] settings (Podmore, Hedges, Keegan, & Harvey, 2015). Pre-colonised Aotearoa New Zealand was rich with a variety of dialects of te reo Māori being spoken by the indigenous Māori people. The influence of colonisation and assimilation which came with the signing of the Treaty of Waitangi in 1840 brought with it the dominance of the English language as Māori were confronted with the 'same rights and duties of citizenship as the people of England' as outlined in article 3 of The Treaty of Waitangi (as cited in Wilson, 2016). For most of the nineteenth and majority of the twentieth century, Aotearoa New Zealand English became more widespread with the differing dialects of te reo Māori being safeguarded within the homes and communities of Māori rather than everyday society (Berryman & Woller, 2011; Ka'ai, 2009). In today's ECE setting, te reo Māori is now recognised as one of three official languages in Aotearoa New Zealand, although its use is not compulsory. Early childhood teachers are more than likely to encounter children who speak English as an additional language [EAL] as well as children speaking and understanding te reo Māori within an ECE setting. With an urgency placed at a political and societal level to redress indigenous language issues, education particularly within ECE, can be seen at the forefront to bring about change to future practice. This calls for ECE teachers in Aotearoa New Zealand to be responsive in creating rich learning environments that are culturally and linguistically accommodating for Māori learners as well as EAL learners. [ABSTRACT FROM AUTHOR]

This paper investigates the use of eh in New Zealand English (NZE) and takes a quantitative, variationist approach based on the New Zealand component of the International Corpus of English (ICE New Zealand). The analysis includes both sociolinguistic (ethnicity, age, gender, occupation type) and psycholinguistic variables (priming). A mixed-effects binomial logistic regression model shows that younger speakers use eh more often than older speakers, males use it more often than females, Maori people (indigenous Polynesian people of New Zealand) use it more often than Pakeha people (decedents of European settlers), and speakers with academic, clerical and managerial occupations as well as speakers who work in the professions are significantly more likely to use eh compared to speakers who perform skilled manual labour. The analysis neither confirms a significant impact of priming on the use of eh nor significant interactions between predictors, which contrasts with previous studies. [ABSTRACT FROM AUTHOR]

The article presents a study on classroom discourse in accounting teaching in a tertiary education in New Zealand. It mentioned lecturers' role perceived in supporting students' development of the disciplinary register and teaching strategy for focusing on language. The article also discusses how lecturer's description of the concepts in easy language helps the students understand the connotations of accounting.

Although there have been many studies of New Zealand English (NZE) vowels, little has been written about thenursevowel /ɜ:/. This study uses data from three groups of Māori speakers of NZE born between 1871 and 1992 to analyse changes to thenursevowel over time. Although all these speakers are bilingual in English and Māori, we show that they are representative of NZE speakers generally. Analyses are carried out on formant frequency, vowel length, lip-rounding and vocal tract shape. The vowel space position measure (VSM) is used to analyse first and second formant movements together. Thenursevowel in NZE has risen so that it is now close and front in the vowel space, and apparently in danger of being confused with thegoosevowel. We conclude by considering the factors that apparently keep the vowels apart and the potential effects of such a merger. [ABSTRACT FROM PUBLISHER]

This paper investigates the emergence of lexicalized effects of word usage on word duration by looking at parallel changes in usage and duration over 130years in New Zealand English. Previous research has found that frequent words are shorter, informative words are longer, and words in utterance-final position are also longer. It has also been argued that some of these patterns are not simply online adjustments, but are incorporated into lexical representations. While these studies tend to focus on the synchronic aspects of such patterns, our corpus shows that word-usage patterns and word durations are not static over time. Many words change in duration and also change with respect to frequency, informativity and likelihood of occurring utterance-finally. Analysis of changing word durations over this time period shows substantial patterns of co-adaptation between word usage and word durations. Words that are increasing in frequency are becoming shorter. Words that are increasing/decreasing in informativity show a change in the same direction in duration (e.g. increasing informativity is associated with increasing duration). And words that are increasingly appearing utterance-finally are lengthening. These effects exist independently of the local effects of the predictors. For example, words that are increasing utterance-finally lengthen in all positions, including utterance-medially. We show that these results are compatible with a number of different views about lexical representations, but they cannot be explained without reference to a production-perception loop that allows speakers to update their representations dynamically on the basis of their experience. [ABSTRACT FROM AUTHOR]

Rhoticity is highly variable across English varieties. Traditionally, descriptions of English have distinguished between "rhotic" and "non-rhotic" varieties. However, Harris's (2013) recent description of three core rhotic systems (R1, R2 and R3) demonstrates that this dichotomy is overly simplistic. The literature describes New Zealand English (NZE) as "non-rhotic", with partial rhoticity in the lower South Island. This paper reports on data collected in two semi-rural towns in the North Island where young New Zealanders employ a "mixed" distribution of rhoticity. Alongside/r/ use which is traditionally associated with "non-rhotic" varieties (Harris's R2 and R3), speakers also exhibit /r/ use which is associated with "rhotic" varieties (Harris's R1). The findings suggest that dynamic rhoticity in NZE, which also persists historically in Englishes world-wide, can be represented more effectively by dispensing with the notions "rhotic" and "non-rhotic", and by treating rhoticity as a continuum of /r/ use. [ABSTRACT FROM AUTHOR]