• A contextualized report on the impact of pre-service training on language teachers in Taiwan 

  Johnson, Diane (Cambridge Scholars Publishing, 2015)

  The beliefs and practices of contemporary language teachers who have undergone professional training are expected to reflect some of the major changes and developments that have been reported in the literature on language ...

  

• Developing a draft learning progression framework for ESOL in New Zealand schools 

  Crombie, Winifred; Bruce, Ian; Johnson, Diane (Wilf Malcolm Institute of Educational Research, The University of Waikato, 2005)

  Early in 2003 we were commissioned to produce a draft Learning Progression Framework (LPF) for ESOL in the New Zealand curriculum. The draft Framework was completed in June 2003 and entered the consultation round. In ...

  

• Exploring discrepancies between beliefs and practices in ESL curriculum and syllabus design 

  Fester, Anthea Marcelle; Johnson, Diane (Cambridge Scholars Publishing, 2015)

  In response to a questionnaire-based survey of teachers of English as a second language (ESL) (involving a sample of teachers from five different countries), more than one third indicated that the institution in which they ...

  

• The provision of European languages in Anglophone contexts: Aotearoa/New Zealand in focus 

  Johnson, Diane (2015)

  The provision of European languages within the New Zealand education system is discussed here in the context of the origins and evolution of language education in the country and the various problems that have been associated ...

  

• Talking the language to death: Observing Hawaiian language classes 

  Johnson, Diane; NeSmith, Kaeo (Indigenous Studies Research Network, 2017)

  In the late 19th century, when the United States began its illegal occupation of the Hawaiian Kingdom, the teaching of languages was dominated by an approach—grammar translation—that has been associated with élitism and ...

  

• The teaching and learning of English at secondary school level in South Korea: The curriculum and its implementation 

  Oh, Kyoungja (University of Waikato, 2016)

  This thesis explores the professional attitudes and practices of a sample of teachers of English in South Korean secondary schools in the context of a focus point-based analysis of the South Korean national curriculum and ...

  

• The Teaching of German as an Additional Language in Tertiary Institutions in Taiwan 

  Parchwitz, Jörg-Alexander (University of Waikato, 2015)

  The research reported here explored the backgrounds, attitudes and professional practices of a sample of teachers of German working in the tertiary education sector in Taiwan using a mixed methods approach involving a ...

  

• The teaching of English in secondary schools in Japan: From curriculum to the classroom 

  Umeda, Keiko (University of Waikato, 2014)

  It has often been observed that there is a significant gap between the aspirations for the teaching of English as expressed in Japanese Ministry of Education curriculum guidelines and the reality of classroom practice. ...

  

• Changing perspectives on syllabus design in ELT: Textbook trends and tertiary teacher decision-making 

  Fester, Anthea Marcelle (University of Waikato, 2014)

  By the mid-1900s, the impact of behaviourism and linguistic structuralism had led, in the area of second/ additional language teaching, to the development of structural syllabuses and audio-lingual methodology. It was not ...

  

• Te whakaako i te reo Māori i te kura auraki tuarua i Aotearoa nei: Kei tua o te awe māpere. The teaching of te reo Māori in English-medium secondary schools in New Zealand: Beyond the mask. 

  Nock, Sophie (University of Waikato, 2014)

  He taonga te reo Māori nō tuawhakarere, nō tuauriuri, whāioio, nā te atua i homai kia poipoia e te iwi Māori hei reo kōrero mō te hunga kaingākau, mō te hunga kāore anō kia whānau noa. Ahakoa ia he toimaha tonu te hauora ...

  

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