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Lookup NU author(s): Dr Nikhat Shameem
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The teaching of community languages in the Western world has been an issue in recent decades, when the goal of assimilation for immigrants has become less of a priority. Principles of social justice dictate that immigrants have the right to maintain their own languages, culture and religions in their new countries if they so wish. The 1953 UNESCO declaration that children have a right to mother tongue education at least in the first three years of schooling, added to the emphasis on equity and justice for minorities and speakers of languages other than English. Various nations in the world took heed of this stipulation and made provision for mother tongue education in their school systems. While some nations made these provisions, others, particularly those who were receiving non-English speaking immigrants continued to provide only majority language instruction throughout their school systems. Minority and immigrant language learning if it was desired was the responsibility of the parents and community. In Aotearoa/New Zealand (NZ), despite the greater awareness of the benefits of community language maintenance, (stemming in part from the revival and development of Māori), community language classes continue to be provided in an ad hoc way by volunteers in the community and parents. Knowledge of these classes by members of most minority communities is sketchy and often disseminated through networking and personal contacts. This report examines the current situation for community languages in Auckland and identifies the needs of language teachers. The main aim of this project was to identify the education needs for teachers of community languages, why they are teaching them, whether they want teacher education provisions at all, the nature of training and qualifications required and the possible content of a teacher education programme. Postal questionnaires were sent out to as many community leaders and language teachers as could be identified through various networks. The difficulties encountered in locating and approaching these respondents showed that the nature of instruction that is currently available is voluntary, ad hoc and often quite transient. This survey indicated the urgent need to build an up-to-date directory of community language schools so that information can be shared by all those interested and committed to community language maintenance in NZ. The survey also showed that there is an urgent demand for language education programmes which acknowledges the educational background and experience of language teachers. These programmes need to be part of a wider language education programme which includes teaching skills in ESOL and bilingualism and which makes communicative language teaching methods and curricula a primary goal.
Author(s): Shameem N
Publication type: Report
Publication status: Published
Series Title:
Year: 2001
Pages: 155
Print publication date: 31/12/2001
Institution: School of English and Applied Linguistics, UNITEC New Zealand
Place Published: Auckland
