Judy Hunter
Biographic Data
| ID | 3697630 |
|---|---|
| NAME | Judy Hunter |
| GIVEN NAMES | Judy |
| FAMILY NAME | Hunter |
| SIGNATURE | HUNTER J |
| AFFILIATIONS | University of Waikato |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Challenging the work-ready paradigm: Engineers, writing and academic writing tutors
The research detailed in this article describes the challenges facing two academic writing tutors (AWTs) asked to improve the writing practices of undergraduate engineering students. The engineering lecturers wanted a focus on the kinds of writing their students would need when they entered the industry. The tutors had no background or expertise in the field and the lecturers were clear that they had limited contact with their professional collea…
Constructions of patient agency in healthcare settings: Textual and patient perspectives
Education for Power: English Language in the Workplace
Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention t…
Language and literacy on the ground: Disconnects Between Government Policy and Employer Perspectives
Education to meet labour market demands and employer needs is a key priority in New Zealand's education policy. Government agendas for language and literacy education align with global discourses that link economic productivity to quality control, standardisation and proceduralisation through close regulation and funding. Yet, the interviews reported on here, involving employers of migrants, show that employers accept a range of linguistic divers…
Adult learning and literacy learning for livelihoods: Some International Perspectives
Reflecting contemporary interest in developing new adult literacy learning programmes based on ‘literacy for livelihoods’, this article examines some case studies from New Zealand, Bangladesh, and Egypt, illustrating literacy being used in livelihoods, and relates these to the kind of literacy being taught in many adult literacy programmes today. It argues that people often change their livelihoods, and that each livelihood has literacy practices…
Language, Literacy, and Performance: Working identities in the back of the house
In the 21st century concerns about workplace language and literacy skills, particularly in the service and manufacturing sectors, continue to drive education and testing policy in many OECD countries. Employers tend to adopt deficit assumptions about service workers’ skills, conflating social identities and language and literacy, which can blind employers to the constructive procedures that employees create to meet the demands of work. Research i…
Multiple Perceptions: Social Identity in a Multilingual Elementary Classroom
27-50). Arlington, VA: Center for Applied Linguistics. Schumann, J. H. (1978b). Social and psychological distance as factors in second language acquisition. In The pidginization process: A model for second language acquisition (pp. 69-100). Rowley, MA: Newbury House. Schumann, J. H. (1978c). Social and psychological factors in second language acquisition. InJ. Richards (Ed.), Understanding second andforeign language learning (pp. 163-177). Rowley…
Functional Exercises: Improving Overall Coherence in ESL Writing
Teaching advanced writing in ESL classes presents several difficulties, ranging from methods for coping with large, heterogeneous classes to the scarcity of ESL materials concerned with the organization of writing above the paragraph level. In this article, we offer a versatile design for writing exercises initially developed for the University of Michigan EAP classes. The design has two purposes: 1) to provide more individualized instruction for…
Constructions of patient agency in healthcare settings: Textual and patient perspectives
Language and literacy on the ground: Disconnects Between Government Policy and Employer Perspectives
Education to meet labour market demands and employer needs is a key priority in New Zealand's education policy. Government agendas for language and literacy education align with global discourses that link economic productivity to quality control, standardisation and proceduralisation through close regulation and funding. Yet, the interviews reported on here, involving employers of migrants, show that employers accept a range of linguistic divers…
Language, Literacy, and Performance: Working identities in the back of the house
In the 21st century concerns about workplace language and literacy skills, particularly in the service and manufacturing sectors, continue to drive education and testing policy in many OECD countries. Employers tend to adopt deficit assumptions about service workers’ skills, conflating social identities and language and literacy, which can blind employers to the constructive procedures that employees create to meet the demands of work. Research i…
Education for Power: English Language in the Workplace
Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention t…
Adult learning and literacy learning for livelihoods: Some International Perspectives
Reflecting contemporary interest in developing new adult literacy learning programmes based on ‘literacy for livelihoods’, this article examines some case studies from New Zealand, Bangladesh, and Egypt, illustrating literacy being used in livelihoods, and relates these to the kind of literacy being taught in many adult literacy programmes today. It argues that people often change their livelihoods, and that each livelihood has literacy practices…
Functional Exercises: Improving Overall Coherence in ESL Writing
Teaching advanced writing in ESL classes presents several difficulties, ranging from methods for coping with large, heterogeneous classes to the scarcity of ESL materials concerned with the organization of writing above the paragraph level. In this article, we offer a versatile design for writing exercises initially developed for the University of Michigan EAP classes. The design has two purposes: 1) to provide more individualized instruction for…
Multiple Perceptions: Social Identity in a Multilingual Elementary Classroom
27-50). Arlington, VA: Center for Applied Linguistics. Schumann, J. H. (1978b). Social and psychological distance as factors in second language acquisition. In The pidginization process: A model for second language acquisition (pp. 69-100). Rowley, MA: Newbury House. Schumann, J. H. (1978c). Social and psychological factors in second language acquisition. InJ. Richards (Ed.), Understanding second andforeign language learning (pp. 163-177). Rowley…
Adult learning and literacy learning for livelihoods: Some International Perspectives
Reflecting contemporary interest in developing new adult literacy learning programmes based on ‘literacy for livelihoods’, this article examines some case studies from New Zealand, Bangladesh, and Egypt, illustrating literacy being used in livelihoods, and relates these to the kind of literacy being taught in many adult literacy programmes today. It argues that people often change their livelihoods, and that each livelihood has literacy practices…
Language, Literacy, and Performance: Working identities in the back of the house
In the 21st century concerns about workplace language and literacy skills, particularly in the service and manufacturing sectors, continue to drive education and testing policy in many OECD countries. Employers tend to adopt deficit assumptions about service workers’ skills, conflating social identities and language and literacy, which can blind employers to the constructive procedures that employees create to meet the demands of work. Research i…
Language and literacy on the ground: Disconnects Between Government Policy and Employer Perspectives
Education to meet labour market demands and employer needs is a key priority in New Zealand's education policy. Government agendas for language and literacy education align with global discourses that link economic productivity to quality control, standardisation and proceduralisation through close regulation and funding. Yet, the interviews reported on here, involving employers of migrants, show that employers accept a range of linguistic divers…
Education for Power: English Language in the Workplace
Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention t…
Constructions of patient agency in healthcare settings: Textual and patient perspectives
Challenging the work-ready paradigm: Engineers, writing and academic writing tutors
The research detailed in this article describes the challenges facing two academic writing tutors (AWTs) asked to improve the writing practices of undergraduate engineering students. The engineering lecturers wanted a focus on the kinds of writing their students would need when they entered the industry. The tutors had no background or expertise in the field and the lecturers were clear that they had limited contact with their professional collea…
Sociology (6 works) · Pedagogy (5 works) · Political science (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Psychology (4 works) · Public relations (4 works) · Computer Science (3 works) · Economics (3 works) · Literacy (3 works)