Local intercultural language assistants in New Zealand classrooms

References

• Akker, J., Fasoglio, D., & Mulder, H. (2008). A curriculum perspective on plurilingual education. Preliminary study. SLO.
   Google Scholar
• Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future oriented learning and teaching: A New Zealand perspective (report prepared for the Ministry of Education). New Zealand Council for Educational Research.
   Google Scholar
• Borghetti, C. (2017). Is there really a need for assessing intercultural competence? Some ethical issues. Journal of Intercultural Communication, 44. http://immi.se/intercultural/nr44/borghetti.html
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Brunsmeier, S. (2017). Primary teachers’ knowledge when initiating intercultural communicative competence. TESOL Quarterly, 51(1), 143–155. https://www.jstor.org/stable/44986980 https://doi.org/10.1002/tesq.327
   Web of Science ®Google Scholar
• Buckingham, L. (2018). Defining the role of language assistants in the bilingual classroom. Tecnología, Ciencia y Educación, 9, 38–49. https://doi.org/10.51302/tce.2018.173
   Google Scholar
• Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
   Google Scholar
• Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1–2), 5–13. https://doi.org/10.1080/09658416.2011.639887
   Web of Science ®Google Scholar
• Byram, M. (2014). Twenty-five years on – from cultural studies to intercultural citizenship. Language, Culture and Curriculum, 27(3), 209–225. https://doi.org/10.1080/07908318.2014.974329
   Web of Science ®Google Scholar
• Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited (2nd ed.). Multilingual Matters.
   Google Scholar
• Byram, M., Holmes, P., & Savvides, N. (2013). Intercultural communicative competence in foreign language education: Questions of theory, practice and research. The Language Learning Journal, 41(3), 251–253. https://doi.org/10.1080/09571736.2013.836343
   Google Scholar
• Byram, M., & Risager, K. (1999). Language teachers, politics and cultures. Multilingual Matters.
   Google Scholar
• Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140–151. https://doi.org/10.1111/flan.12319
   Web of Science ®Google Scholar
• CAPE. (n.d.). About. https://cape.org.nz/about-us/
   Google Scholar
• Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal, 60(4), 328–335. https://doi.org/10.1093/elt/ccl023
   Google Scholar
• Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: A scoping review. Review of Education, 10(3), e3370. https://doi.org/10.1002/rev3.3370
   Web of Science ®Google Scholar
• Codó, E., & McDaid, J. (2019). English language assistants in the 21st century: Nation-state soft power in the experience economy. Language, Culture and Society, 1(2), 219–243. https://doi.org/10.1075/lcs.00017.cod
   Google Scholar
• Crozet, C. (2017). The intercultural foreign language teacher: Challenges and choices. In M. Dasli, & A. Díaz (Eds.), The critical turn in language and intercultural communication pedagogy (pp. 143–161). Routledge.
   Google Scholar
• Dafouz, E., & Hibler, A. (2013). Zip your lips” or “keep quiet”: Main teachers and language assistants’ classroom discourse in CLIL settings. The Modern Language Journal, 97(3), 655–669. https://doi.org/10.1111/j.1540-4781.2013.12026.x
   Web of Science ®Google Scholar
• Davies, A. (2013). Native speakers and native users: Loss and gain. Cambridge University Press.
   Google Scholar
• Dervin, F. (2020). Creating and combining models of intercultural competence for teacher education/training—on the need to rethink IC frequently. In F. Dervin, R. Moloney, & A. Simpson (Eds.), Intercultural competence in the work of teachers: Confronting ideologies and practices (pp. 57–72). Routledge.
   Google Scholar
• Díaz, A. (2013). Intercultural understanding and professional learning through critical engagement. Babel, 48(1), 12–19. https://link-gale-com.ezproxy.auckland.ac.nz/apps/doc/A352488650/AONE?u=learn&sid=bookmark-AONE&xid=61d65a00.
   Google Scholar
• Doerr, N. M. (2013). Do ‘global citizens’ need the parochial cultural other? Discourse of immersion in study abroad and learning-by-doing. Compare: A Journal of Comparative and International Education, 43(2), 224–243. https://doi.org/10.1080/03057925.2012.701852
   Web of Science ®Google Scholar
• Doerr, N. M. (2015). Learner subjects in study abroad: Discourse of immersion, hierarchy of experience and their subversion through situated learning. Discourse: Studies in the Cultural Politics of Education, 36(3), 369–382. https://doi.org/10.1080/01596306.2013.871448
   Web of Science ®Google Scholar
• Driscoll, P., Earl, J., & Cable, C. (2013). The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum, 26(2), 146–160. https://doi.org/10.1080/07908318.2013.799675
   Web of Science ®Google Scholar
• East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. John Benjamins.
   Google Scholar
• East, M., Tolosa, C., Howard, J., Biebricher, C., & Scott, A. (2022). Journeys towards intercultural capability in language classrooms: Voices from students, teachers and researchers. Springer. https://doi.org/10.1007/978-981-19-0991-7
   Google Scholar
• Ehrenreich, S. (2006). The assistant experience in retrospect and its educational and professional significance in teachers’ biographies. In M. Byram, & A. Feng (Eds.), Living and studying abroad: Research and practice (pp. 186–209). Multilingual Matters.
   Google Scholar
• Erlam, R., & Tolosa, C. (2022). Pedagogical realities of implementing task-based language teaching. John Benjamins.
   Google Scholar
• Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: A multinational perspective. Research in Comparative and International Education, 15(1), 52–61. https://doi.org/10.1177/1745499920901948
   Web of Science ®Google Scholar
• Hasegawa, H. (2011). The Japanese assistant teacher program in western Australia: A consideration of the pros and cons. Babel, 45(2–3), 17–24 https://link-gale-com.ezproxy.auckland.ac.nz/apps/doc/A258993852/AONE?u=learn&sid=bookmark-AONE&xid=f7821e38
   Google Scholar
• Holliday, A. R. (2005). The struggle to teach English as an international language. Oxford University Press.
   Google Scholar
• Liddicoat, A. (2011). Language teaching and learning from an intercultural perspective. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 837–855). Lawrence Erlbaum Associates.
   Google Scholar
• Liddicoat, A., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell.
   Google Scholar
• Macaro, E., Nakatani, Y., Hayashi, Y., & Khabbazbashi, N. (2014). Exploring the value of bilingual language assistants with Japanese English as a foreign language learners. The Language Learning Journal, 42(1), 41–54. https://doi.org/10.1080/09571736.2012.678275
   Google Scholar
• Martin, C., & Mitchell, R. (1993). Foreign language assistants in the primary school. The Language Learning Journal, 8(1), 32–34. https://doi.org/10.1080/09571739385200331
   Google Scholar
• May, S. (2014). Justifying educational language rights. Review of Research in Education, 38(1), 215–241. https://www.jstor.org/stable/43284068 https://doi.org/10.3102/0091732X13506694
   Google Scholar
• Medgyes, P. (1992). Native or non-native: Who's worth more? ELT Journal, 46(4), 340–349. https://doi.org/10.1093/elt/46.4.340
   Google Scholar
• Michelson, K. (2018). Teaching culture as a relational process through a multiliteracies-based global simulation. Language, Culture and Curriculum, 31(1), 1–20. https://doi.org/10.1080/07908318.2017.1338295
   Web of Science ®Google Scholar
• Ministry of Education. (2007). The New Zealand curriculum. Learning Media.
   Google Scholar
• Ministry of Education. (2014). International capabilities.
   Google Scholar
• Ministry of Education. (2023). NCEA change programme. https://ncea.education.govt.nz/
   Google Scholar
• Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315–348. https://doi.org/10.1017/S0261444808005028
   Google Scholar
• Omaggio Hadley, A. (2001). Teaching language in context (3rd ed.). Heinle & Heinle.
   Google Scholar
• Piątkowska, K. (2015). From cultural knowledge to intercultural communicative competence: Changing perspectives on the role of culture in foreign language teaching. Intercultural Education, 26(5), 397–408. https://doi.org/10.1080/14675986.2015.1092674
   Web of Science ®Google Scholar
• Scott, A., & Butler, P. (2007). My teacher is learning like us: Teachers and students as language learners. The New Zealand Language Teacher, 33, 11–16.
   Google Scholar
• Sercu, L., with Bandura, E., Castro, P., Davcheva, L., Laskaridou, C., Lundgren, U., Méndez García, M. C., & Ryan, P. (2005). Foreign language teachers and intercultural competence: An investigation in 7 countries of foreign language teachers’ views and teaching practices. Multilingual Matters.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
   Google Scholar
• Sinicrope, C., Norris, J., & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice. University of Hawaii Second Language Studies Paper.
   Google Scholar
• Te Poutahu. (2023). Refreshing the New Zealand Curriculum. https://curriculumrefresh.education.govt.nz/
   Google Scholar
• Tolosa, C., Biebricher, C., East, M., & Howard, J. (2018). Intercultural language teaching as a catalyst for teacher inquiry. Teaching and Teacher Education, 70, 227–235. https://doi.org/10.1016/j.tate.2017.11.027
   Web of Science ®Google Scholar
• UNESCO. (2013). Intercultural competences: Conceptual and operational framework. https://en.unesco.org/interculturaldialogue/resources/132
   Google Scholar
• Waddington, J. (2022). Rethinking the “ideal native speaker” teacher in early childhood education. Language, Culture and Curriculum, 35(1), 1–17. https://doi.org/10.1080/07908318.2021.1898630
   Web of Science ®Google Scholar
• Wörsching, M. (2012). Foreign language assistants in schools: Making sure of the future. In J. Sayer, & L. Erler (Eds.), Schools for the future Europe – values and change beyond Lisbon (pp. 117–134). Continuum.
   Google Scholar