International languages in New Zealand secondary schools and universities: Coherence, consistency and transparency
The overall aim of this research is to provide an up-to-date survey and critical evaluation of aspects of the teaching and learning of international languages other than English in secondary schools and, to a more limited extent, in universities in New Zealand. The Introduction summarizes the aims and objectives of the research and outlines the research methods. Chapter 1 introduces the context in which language teaching and learning in New Zealand is conducted, focusing on population size and density, the cultural and linguistic profile of New Zealanders and the structure of New Zealand education. In Chapter 2, a number of landmark publications and reports on language education in New Zealand are examined in the light of the extent to which their recommendations have been adopted. Chapter 3 examines language learning in New Zealand secondary schools and universities in terms of the types of course available and the take-up and retention rates. In Chapter 4, New Zealand Ministry of Education documents relating to international languages (syllabuses, curriculum statements and curriculum guidelines) are introduced and compared together with an overview of the language offerings of New Zealand universities. Chapter 5 critically reviews New Zealand Ministry of Education curriculum documents in the context of international literature relating to the teaching and learning of languages and examines the extent to which university language courses focus on language proficiency development. In Chapter 6, national educational awards (particularly School Certificate and University Entrance, Bursary and Scholarship) for international languages are critiqued and the planned introduction of a National Certificate in Educational Achievement is discussed. Chapter 6 also critiques a number of university language examination papers. Chapter 7 reports the results of a questionnaire-based survey of language teachers in New Zealand schools. This report relates primarily to the professional background and training of these teachers, their attitudes towards national language resources and examinations, and their assessment of their own language proficiency achievements and those of their students. Chapter 8 reports the results of a study that mimics an earlier United Kingdom-based study. This involved students of German in New Zealand universities taking a German CTest and/or completing a questionnaire relating primarily to their reasons for learning the language and their attitudes towards German culture. Chapter 9 provides an over-view of the project, identifies areas of weakness, outlines the primary findings and recommendations and makes suggestions for future research.
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