Over the last 18 months researchers from Victoria’s Language in the Workplace Project have been analysing conversations on building sites and in eldercare facilities and incorporating the transcripts into English teaching materials for refugees and new migrants, who frequently find employment in these fields. The research was funded by Teachers of English to Speakers of Other Languages Aotearoa New Zealand (TESOLANZ) and the Ministry of Business, Innovation and Employment..
Angela Joe, Nick Wilson, Sara Kindon, and GEOG 404 Students, Victoria University of Wellington (October 2011)
This report details the way in which the withdrawal of Refugee Study Grants (RSGs) has impacted upon the ability of Refugee Background Students (RBS) to access tertiary education. This study has been undertaken to examine the funding obstacles for students who have the skills and motivation to engage with tertiary education.
There are a number of phases to this study, only the first two of which are covered in our report:
There is an additional discussion document published by ChangeMakers et al this year which launched an equity campaign for refugee background students in TEIs. This was aimed at policy makers, institutions, advocates and community groups interested in promoting the interest of RBS to access tertiary education and participate on an equal footing with other NZers. A key aim was to raise awareness of the current difficulties faced by RBS in TEIs such as their background, barriers to education, academic achievement and institutional systems. To fulfil their potential & settle into NZ we argue for a government mandate to recognize RBS as an equity group.
Dr Angela Joe
Victoria University of Wellington
A longitudinal study of phoneme acquisition showing development of phonemes and reasons for the difficulties in producing accurate final stops.
By Marty Pilott
Warning: 16 Mb file.
By Hay-yiu Yau
This study investigates the motivation of ESL teachers employed in private English language schools and other state tertiary institutions in New Zealand.
By: DANIEL HADDOCK
By: DANIEL HADDOCK
Department of Language Studies, Massey University at Wellington
This study investigates the effect of reading multiple texts on incidental acquisition of vocabulary.