Teacher Provision of Opportunities for Learners to Develop Language Knowledge and Cultural Knowledge

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aut.relation.endpage462
aut.relation.issue4en_NZ
aut.relation.startpage449
aut.relation.volume30en_NZ
aut.researcherConway, Alison Clare
dc.contributor.authorConway, Cen_NZ
dc.contributor.authorRichards, Hen_NZ
dc.contributor.authorHarvey, Sen_NZ
dc.contributor.authorRoskvist, Aen_NZ
dc.date.accessioned2017-10-15T22:18:21Z
dc.date.available2017-10-15T22:18:21Z
dc.date.copyright2010en_NZ
dc.date.issued2010en_NZ
dc.description.abstractThis paper examines a language teacher education professional development programme in New Zealand that draws on the 2007 New Zealand Curriculum. At the heart of the Learning Languages area in the curriculum is communicative competence, with the understanding that communication involves language knowledge and cultural knowledge. The New Zealand Ministry of Education expects that schools will be able to offer all Years 7–10 students the opportunity to learn an additional language in order for them to participate effectively in multicultural settings, both in New Zealand and internationally. To deliver this, language teachers and generalist teachers are being encouraged to undertake professional development. This paper reports on a research evaluation of a Ministry-sponsored language teacher professional development programme. The findings reveal success in increasing teacher understanding of how to develop learners’ language knowledge, because this part of the programme was underpinned by a deep principled knowledge base, and teachers had opportunities to acquire knowledge and participate in a language teaching community. However, teacher understanding of how to increase learners’ cultural knowledge was less successful, because of a lack of a principled knowledge base of intercultural language teaching. We argue that effective professional development programmes need both to be based on deep principled knowledge and to offer learning that involves acquisition and participation.
dc.identifier.citationAsia Pacific Journal of Education, vol.30(4), pp.449 - 462en_NZ
dc.identifier.doi10.1080/02188791.2010.519545en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/10869
dc.publisherTaylor & Francis
dc.rightsCopyright © 2010 Taylor & Francis. Authors retain the right to place his/her pre-publication version of the work on a personal website or institutional repository as an electronic file for personal or professional use, but not for commercial sale or for any systematic external distribution by a third. This is an electronic version of an article published in (see Citation). Asia Pacific Journal of Education is available online at: www.tandfonline.com with the open URL of your article (see Publisher’s Version).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectLanguage teaching; Professional development; Intercultural language teaching; Knowledge principles
dc.titleTeacher Provision of Opportunities for Learners to Develop Language Knowledge and Cultural Knowledgeen_NZ
dc.typeJournal Article
pubs.elements-id12436
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture & Society
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