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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 74 1 Language Policy and Political Issues in Education May, Stephen [Herausgeber]. - Cham : Springer International Publishing, 2017 DNB Subject Category Language Show details 2 Language Testing and Assessment May, Stephen [Herausgeber]. - Cham : Springer International Publishing, 2017 DNB Subject Category Language Show details 3 Research Methods in Language and Education May, Stephen [Herausgeber]. - Cham : Springer International Publishing, 2017 DNB Subject Category Language Show details 4 Second and Foreign Language Education May, Stephen [Herausgeber]. - Cham : Springer International Publishing, 2017 DNB Subject Category Language Show details 5 The Routledge handbook of migration and language Dick, Hilary Parsons; McElhinny, Bonnie S.; Blommaert, Jan. - New York : Routledge, 2017 BLLDB UB Frankfurt Linguistik Show details 6 Ecologies of digital literacies:implications for education Tusting, Karin Patricia. - : Springer, 2017 BASE Show details 7 Bilingual Education in Aotearoa/New Zealand Hill, Richard Kenneth. - : Springer, 2017 BASE Show details 8 Research methods in language policy and planning : a practical guide Stanley, Phiona; Field, Rebecca Freeman; Ajsic, Adnan. - Chichester, West Sussex, UK : Wiley Blackwell, 2015 BLLDB UB Frankfurt Linguistik Show details 9 Te Reo Tātai: The Development of a Mathematics Register for Māori-Medium Schooling Trinick, Anthony. - : University of Waikato, 2015 Abstract: This thesis investigates the development of a lexicon and register to facilitate the teaching of mathematics in the medium of te reo Māori. This sociolinguistic development is situated within the wider Māori language revitalisation movement in Aotearoa/New Zealand, of which Māori-medium education is a central component. Lexication of a language is a subdomain of corpus planning. Corpus, status and language-in-education planning are considered the three major interconnected domains of language planning and policy (LPP). For decades, the primary focus of LPP research has been on the activities of states and their agencies at the macro (national) level. The significance of this study is that it addresses this gap in the research, by investigating the development of LPP at the meso/micro-level—in this case, with respect to the development of a mathematics register for an endangered indigenous language, te reo Māori. The thesis draws on two major participant data sources. The first is the narratives of key individuals at the forefront of lexical development for Māori-medium mathematics who recounted their experiences. The second is interviews with principals and teachers from two Māori-medium case study schools to examine their own learning and usage of the standardised pāngarau lexicon. Two complementary theoretical frameworks were used to investigate the topic. First, an LPP theoretical framework was applied to investigate the complex relationships between the various levels of LPP that have impacted on the evolution of te reo Māori and Māori-medium schooling. Second, a linguistic framework, systemic functional linguistics (SFL), was used to investigate the linguistic and pedagogical issues. Thesis findings show that the status of te reo Māori was variously affected by linguistic ideologies such as assimilation, which in turn led to such policies as English only in schooling. As a consequence, at the micro-level of LPP, Māori-medium mathematics development went into a hiatus for over 100 years, and at the macro-level, considerable language shift occurred to English, causing te reo Maori to become endangered. In response to language revitalisation efforts, the (re) vernacularisation of te reo Māori over the past 30 years has exhibited a complex combination of both bottom-up and top-down LPP. Within this, early pāngarau lexical developments were largely driven by local schools and their communities, which sometimes centred on the maintenance of their tribal dialects, often in conflict with later LPP agency language goals. Subsequently, lexication for pāngarau was influenced by macro-level sociolinguistic beliefs such as linguistic purism, which in turn have influenced the technical approach to creating terms and may have created particular pedagogical issues, such as a lack of intertranslatability between te reo Māori and English at the higher levels of mathematics study. While Māori-medium schooling has contributed significantly to language revitalisation in the past 30 years, its development has been very ad hoc. In the absence of a “formal” language plan for Māori-medium education, policy has been significantly driven by national education (English-medium) imperatives since the late 1970s to the present day. On the other hand, these policies have favoured mathematics education and directly supported the development of the Māori-medium specialised lexicon and register. Keyword: Indigenous Mathematics education; Lexication and register development URL: https://hdl.handle.net/10289/9593 BASE Hide details 10 Can Schools Save Indigenous Languages? : Policy and Practice on Four Continents Hornberger, N. [Herausgeber]; Hill, Richard [Mitwirkender]; Hirvonen, Vuokko [Mitwirkender]. - London : Palgrave Macmillan UK, 2014 DNB Subject Category Language Show details 11 Contesting Metronormativity: Exploring Indigenous Language Dynamism Across the Urban-Rural Divide May, Stephen In: Journal of language, identity & education. - Mahwah, NJ : Erlbaum 13 (2014) 4, 229-235 OLC Linguistik Show details 12 The multilingual turn : implications for SLA, TESOL and bilingual education May, Stephen. - New York [u.a.] : Routledge, 2014 BLLDB UB Frankfurt Linguistik Show details 13 Contesting public monolingualism and diglossia: rethinking political theory and language policy for a multilingual world May, Stephen In: Language policy. - New York, NY : Springer 13 (2014) 4, 371-393 OLC Linguistik Show details 14 Non-indigenous researchers in indigenous language education: ethical implications Hill, Richard; May, Stephen In: International journal of the sociology of language. - Berlin ; Boston : Walter de Gruyter (2013) 219, 47-65 OLC Linguistik Show details 15 Contesting hegemonic and monolithic constructions of language rights 'discourse' May, Stephen In: Journal of multicultural discourses. - London [u.a.] : Routledge 7 (2012) 1, 21-27 BLLDB OLC Linguistik Show details 16 Language and minority rights : Ethnicity, nationalism and the politics of language May, Stephen. - New York, NY [u.a.] : Routledge, Taylor and Francis, 2012 BLLDB UB Frankfurt Linguistik Show details 17 Language rights : promoting civic multilingualism May, Stephen In: The Routledge handbook of multilingualism (New York, 2012), p. 131-142 MPI für Psycholinguistik Show details 18 Multicultural education in New Zealand : suggestions to resolve the tensions between biculturalism and multiculturalism Matsumoto, Akinori. - : ResearchSpace@Auckland, 2012 BASE Show details 19 The contribution of family literacy programmes to the wellbeing of individuals, families and communities Furness, Jane Amanda. - : University of Waikato, 2012 BASE Show details 20 The disciplinary constraints of SLA and TESOL: additive bilingualism and second language acquisition, teaching and learning May, Stephen In: Linguistics and education. - Amsterdam [u.a.] : Elsevier 22 (2011) 3, 233-247 BLLDB OLC Linguistik Show details Page: 1 2 3 4

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