Integrating Indigenous epistemologies into mainstream foreign language teaching

Teacher interpretations of government policy

Datos Bibliográficos

ID21458488
AutoresDanping Wang (0000-0002-5077-5678, University of Auckland, autor de correspondencia)
Año2023
Volumen46
Número2
Páginas186-206
Fecha de publicación2023-09-14
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaAustralian Review of Applied Linguistics (JOURNAL)
Identificadores de la revistaISSN: 0155-0640 • E-ISSN: 1833-7139
EditorialJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.22039.wan
OpenAlexW4361001794
IdiomaEN
Citas recibidas5
Referencias citadas42

This study explores teacher perspectives on a government policy that seeks to integrate Indigenous knowledge into mainstream foreign language education in New Zealand schools. Based on in-depth interviews, the study found that language teachers generally support this educational change because trans/languaging involving English and te reo Māori (the Māori language) has become an ordinary practice in their teaching and school lives. However, foreign language teachers expressed a need for discipline-specific materials and professional development to help them integrate mātauranga Māori (Indigenous knowledge of Māori) into their teaching. Their concerns can be understood as a lack of support in interpreting “what,” “how,” and “to what extent” the policy will be implemented. The study suggests using a decolonising approach to help teachers affirm the relevance of Indigenous knowledge in their discipline. It recommends that policymakers adopt a pluriversal stance to ensure that diverse knowledge systems can coexist and interact harmoniously rather than compete with one another in the new National Certificate of Educational Achievement (NCEA) curriculum

Certificate · Curriculum · Foreign language · Indigenous · Indigenous language · Linguistics · Mainstream · Pedagogy · Political science · Sociology · Traditional knowledge · Computer Science · Global Education and Multiculturalism · Multilingual Education and Policy · Second Language Learning and Teaching