Nicola Daly
Biographic Data
| ID | 223186 |
|---|---|
| NAME | Nicola Daly |
| GIVEN NAMES | Nicola |
| FAMILY NAME | Daly |
| SIGNATURE | DALY N |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0003-3548-0043 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 71 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
New Zealand English and Te Reo Māori
Aims/Purpose: New Zealand English has been characterised by the use of vocabulary ‘borrowed’ from the Indigenous Māori language since early contact between English and Māori speakers. In this paper, we consider the relevance of the ‘loanword narrative’ to New Zealand English, examining data from translingual picturebooks published in Aotearoa New Zealand. Design/Data: We built a small corpus of 10 translingual picturebooks spanning a 30-year peri…
Amplifying Indigenous Voices
Existing research in the field of Indigenous children's literature is sparse but growing. A notable gap in the literature is the paucity of insight into Indigenous picturebook publishing. In preparation for a larger study of Indigenous publishing processes, in this study, we conducted a website analysis to explore the work of Indigenous publishing houses. From this data, we constructed four case studies focusing on Magabala Books (Australia), Bla…
The effect of typographic text presentation on reader perceptions of importance in bilingual Māori–English picturebooks
With the establishment of Māori medium education in the 1980s, picturebooks featuring Te Reo Māori have been needed and are increasingly being developed, produced, and used in full immersion and mainstream education in Aotearoa New Zealand. In recent years, the number of bilingual picturebooks featuring Te Reo Māori and English has increased. Improved access to bilingual picturebooks in a society that includes both an Indigenous and colonial lang…
Representations of te reo Māori and te ao Māori in a translingual picturebook
Multilingualism as stance
Language, Identity and Diversity in Picturebooks
This book presents a range of perspectives on the way language, diversity, and identity are reflected in New Zealand children’s literature, based on the published research of Nicola Daly, an associate professor in the Division of Education of the University of Waikato, and her colleagues. The book is organised into two sections. The first section examines the use of Te Reo Māori and English in the text of New Zealand picturebooks, exploring the l…
He Timatatanga – Introduction
Using dual language picturebooks to teach language contact phenomena in a tertiary context
Increasingly, New Zealand English and Te Reo Māori are being woven together in Aotearoa New Zealand. This weaving is evident in the text of many dual language picturebooks. While the combination of text and image in picturebooks creates a powerful pedagogical tool, there is little research exploring their use with tertiary Arts students. In this article, we explore how dual language picturebooks were used in a tertiary Arts class to introduce lan…
Children as language inquirers
Children continuously engage in developing theories about how the world works as they inquire through play and interactions with others. In this study, we investigated children’s in-process thinking in the form of working theories about language as they participated in engagements around dual language picturebooks in an afterschool club. Our research is framed within sociocultural theories on knowledge building, inquiry acts and recent research o…
Putting NZSL on the page
Picturebooks are powerful educational tools, both for their content and their contributions to the literacy development of children. In New Zealand bilingual picturebooks featuring Te Reo Māori and New Zealand English have increased in number since the 1980s when Te Reo Māori gained official status and revitalisation efforts burgeoned. More recently, New Zealand Sign Language (NZSL) has been recognised as the preferred language of the deaf commun…
Kittens, Blankets and Seaweed
‘Because, they are from here. It is their identity, and it is important’
The idea of employing culturally and linguistically appropriate resources to address disparate literacy levels and to maintain the languages and cultures of communities in the Pacific has been presented by academics from different disciplines. In 2012, a National Language Policy was endorsed in Vanuatu, accommodating the endangered vernacular languages of Vanuatu within the formal education system for the first time in the nation’s history. To im…
The Joy of Having a Book in Your Own Language
In 2018, Aotearoa/New Zealand increased its annual refugee quota to 1000. When refugees arrive in Aotearoa/New Zealand they spend six weeks in a resettlement programme. During this time, children attend an introduction to schooling. First language (L1) literacy support for children experiencing education in a medium that is not their Home Language has been identified as essential for children’s educational success. This knowledge is reflected in …
The linguistic landscape of multilingual picturebooks
We often talk about ‘entering another world’ when we read a book. In this article it is argued that the way in which languages are presented in a picturebook can be seen as a linguistic landscape within the wider linguistic landscape of the world we are in. Previous studies of the linguistic landscape of bilingual picturebooks have shown that minority languages are afforded less space. In this article the linguistic landscape of 24 multilingual p…
The linguistic landscape of English–Spanish dual language picturebooks
Picturebooks which present stories in two languages are known as dual-language picturebooks (Daly. 2016. “Linguistic Landscapes in Māori-English Parallel Dual Language Picturebooks: Domination and Interaction.” New Zealand English Journal 29 & 30: 11–24), and the use of dual-language picturebooks has been shown to have a positive effect on community engagement with schools (Naqvi, McKeogh, Thorne, & Pfitscher. 2013. “Dual-Language Books as an Eme…
Politeness and Face in Digitally Reconfigured E-learning Spaces
This paper has two starting points. The first is a theorization about the way in which “rhetorical space” is reshaped in asynchronous, online, learning environments. In particular, an asynchronous bulletin- board (ABB) discussion offers both opportunities and constraints for teaching and learning. The learning that occurs will be affected by the affordances implicit in the design of the conversational space itself and the communicative practices …
Expletives as solidarity signals in FTAs on the factory floor
Pitching it differently in New Zealand English
Interpersonal Impressions, Gender Stereotypes, and Visual Speech
This study had two aims: (a) to establish whether interpersonal impressions made from visual speech followed the same patterns as those made from auditory speech; and (b) to determine the effect of gender stereotypes on interpersonal impressions made from visual speech. Forty-eight speechreaders (24 male and 24 female) saw 24 talkers (12 male and 12 female) on videotape without sound. After speechreading, speechreaders rated each talker on 14 sem…
Expletives as solidarity signals in FTAs on the factory floor
Pitching it differently in New Zealand English
The linguistic landscape of English–Spanish dual language picturebooks
Picturebooks which present stories in two languages are known as dual-language picturebooks (Daly. 2016. “Linguistic Landscapes in Māori-English Parallel Dual Language Picturebooks: Domination and Interaction.” New Zealand English Journal 29 & 30: 11–24), and the use of dual-language picturebooks has been shown to have a positive effect on community engagement with schools (Naqvi, McKeogh, Thorne, & Pfitscher. 2013. “Dual-Language Books as an Eme…
Interpersonal Impressions, Gender Stereotypes, and Visual Speech
This study had two aims: (a) to establish whether interpersonal impressions made from visual speech followed the same patterns as those made from auditory speech; and (b) to determine the effect of gender stereotypes on interpersonal impressions made from visual speech. Forty-eight speechreaders (24 male and 24 female) saw 24 talkers (12 male and 12 female) on videotape without sound. After speechreading, speechreaders rated each talker on 14 sem…
The effect of typographic text presentation on reader perceptions of importance in bilingual Māori–English picturebooks
With the establishment of Māori medium education in the 1980s, picturebooks featuring Te Reo Māori have been needed and are increasingly being developed, produced, and used in full immersion and mainstream education in Aotearoa New Zealand. In recent years, the number of bilingual picturebooks featuring Te Reo Māori and English has increased. Improved access to bilingual picturebooks in a society that includes both an Indigenous and colonial lang…
Interpersonal Impressions, Gender Stereotypes, and Visual Speech
This study had two aims: (a) to establish whether interpersonal impressions made from visual speech followed the same patterns as those made from auditory speech; and (b) to determine the effect of gender stereotypes on interpersonal impressions made from visual speech. Forty-eight speechreaders (24 male and 24 female) saw 24 talkers (12 male and 12 female) on videotape without sound. After speechreading, speechreaders rated each talker on 14 sem…
Pitching it differently in New Zealand English
Expletives as solidarity signals in FTAs on the factory floor
Politeness and Face in Digitally Reconfigured E-learning Spaces
This paper has two starting points. The first is a theorization about the way in which “rhetorical space” is reshaped in asynchronous, online, learning environments. In particular, an asynchronous bulletin- board (ABB) discussion offers both opportunities and constraints for teaching and learning. The learning that occurs will be affected by the affordances implicit in the design of the conversational space itself and the communicative practices …
The linguistic landscape of English–Spanish dual language picturebooks
Picturebooks which present stories in two languages are known as dual-language picturebooks (Daly. 2016. “Linguistic Landscapes in Māori-English Parallel Dual Language Picturebooks: Domination and Interaction.” New Zealand English Journal 29 & 30: 11–24), and the use of dual-language picturebooks has been shown to have a positive effect on community engagement with schools (Naqvi, McKeogh, Thorne, & Pfitscher. 2013. “Dual-Language Books as an Eme…
The linguistic landscape of multilingual picturebooks
We often talk about ‘entering another world’ when we read a book. In this article it is argued that the way in which languages are presented in a picturebook can be seen as a linguistic landscape within the wider linguistic landscape of the world we are in. Previous studies of the linguistic landscape of bilingual picturebooks have shown that minority languages are afforded less space. In this article the linguistic landscape of 24 multilingual p…
The Joy of Having a Book in Your Own Language
In 2018, Aotearoa/New Zealand increased its annual refugee quota to 1000. When refugees arrive in Aotearoa/New Zealand they spend six weeks in a resettlement programme. During this time, children attend an introduction to schooling. First language (L1) literacy support for children experiencing education in a medium that is not their Home Language has been identified as essential for children’s educational success. This knowledge is reflected in …
Kittens, Blankets and Seaweed
‘Because, they are from here. It is their identity, and it is important’
The idea of employing culturally and linguistically appropriate resources to address disparate literacy levels and to maintain the languages and cultures of communities in the Pacific has been presented by academics from different disciplines. In 2012, a National Language Policy was endorsed in Vanuatu, accommodating the endangered vernacular languages of Vanuatu within the formal education system for the first time in the nation’s history. To im…
Children as language inquirers
Children continuously engage in developing theories about how the world works as they inquire through play and interactions with others. In this study, we investigated children’s in-process thinking in the form of working theories about language as they participated in engagements around dual language picturebooks in an afterschool club. Our research is framed within sociocultural theories on knowledge building, inquiry acts and recent research o…
Putting NZSL on the page
Picturebooks are powerful educational tools, both for their content and their contributions to the literacy development of children. In New Zealand bilingual picturebooks featuring Te Reo Māori and New Zealand English have increased in number since the 1980s when Te Reo Māori gained official status and revitalisation efforts burgeoned. More recently, New Zealand Sign Language (NZSL) has been recognised as the preferred language of the deaf commun…
Using dual language picturebooks to teach language contact phenomena in a tertiary context
Increasingly, New Zealand English and Te Reo Māori are being woven together in Aotearoa New Zealand. This weaving is evident in the text of many dual language picturebooks. While the combination of text and image in picturebooks creates a powerful pedagogical tool, there is little research exploring their use with tertiary Arts students. In this article, we explore how dual language picturebooks were used in a tertiary Arts class to introduce lan…
Language, Identity and Diversity in Picturebooks
This book presents a range of perspectives on the way language, diversity, and identity are reflected in New Zealand children’s literature, based on the published research of Nicola Daly, an associate professor in the Division of Education of the University of Waikato, and her colleagues. The book is organised into two sections. The first section examines the use of Te Reo Māori and English in the text of New Zealand picturebooks, exploring the l…
He Timatatanga – Introduction
Amplifying Indigenous Voices
Existing research in the field of Indigenous children's literature is sparse but growing. A notable gap in the literature is the paucity of insight into Indigenous picturebook publishing. In preparation for a larger study of Indigenous publishing processes, in this study, we conducted a website analysis to explore the work of Indigenous publishing houses. From this data, we constructed four case studies focusing on Magabala Books (Australia), Bla…
The effect of typographic text presentation on reader perceptions of importance in bilingual Māori–English picturebooks
With the establishment of Māori medium education in the 1980s, picturebooks featuring Te Reo Māori have been needed and are increasingly being developed, produced, and used in full immersion and mainstream education in Aotearoa New Zealand. In recent years, the number of bilingual picturebooks featuring Te Reo Māori and English has increased. Improved access to bilingual picturebooks in a society that includes both an Indigenous and colonial lang…
Representations of te reo Māori and te ao Māori in a translingual picturebook
Multilingualism as stance
New Zealand English and Te Reo Māori
Aims/Purpose: New Zealand English has been characterised by the use of vocabulary ‘borrowed’ from the Indigenous Māori language since early contact between English and Māori speakers. In this paper, we consider the relevance of the ‘loanword narrative’ to New Zealand English, examining data from translingual picturebooks published in Aotearoa New Zealand. Design/Data: We built a small corpus of 10 translingual picturebooks spanning a 30-year peri…
Linguistics (13 works) · Multilingual Education and Policy (10 works) · Sociology (10 works) · Pedagogy (7 works) · Psychology (7 works) · Philosophy (6 works) · Computer Science (5 works) · History (5 works) · Multilingualism (5 works) · EFL/ESL Teaching and Learning (4 works)