Jocelyn Howard | University of Canterbury/Te Whare Wānanga o Waitaha (original) (raw)

Papers by Jocelyn Howard

International Journal of Education, May 21, 2010

Changing demographics in many contemporary Western countries have resulted in multiethnic societi... more Changing demographics in many contemporary Western countries have resulted in multiethnic societies with teaching workforces that have not kept pace with the increased diversity of student populations. International research indicates that teachers from minority language and cultural backgrounds can impact positively on minority students' self-esteem and academic performance, and that all students can benefit from a diverse teaching workforce. This paper reviews the literature on race-matched teaching and the impact of diversity in the teaching profession, and then reports on a case study which explores these issues specifically in the New Zealand context. The generation 1.5 Asian New Zealand and third-generation Anglo-European New Zealand student participants and their parents reported both challenges and benefits associated with strictly race-or ethnicity-matched teacher assignment and also with increased teacher diversity. Participants also highlighted the need for all teachers to be trained to work effectively with diverse student populations. The paper concludes by discussing the role of teacher education programmes in developing a culturally responsive teaching workforce for a future New Zealand where minority ethnicity students will outnumber the present Anglo-European majority. This paper has relevance for many other educational contexts with large multiracial, multiethnic populations.

Intercultural communication and language education, 2022

Asia Pacific Journal of Education, Jun 1, 2009

As New Zealand has become increasingly pluralistic, the teaching profession has become progressiv... more As New Zealand has become increasingly pluralistic, the teaching profession has become progressively less reflective of the wider population. This paper reviews the literature on impediments to teaching for minority students, and reports on a case study exploring factors that deter Asian New ...

Findings from the two inquiry cycles undertaken by the teacher partners in this research project ... more Findings from the two inquiry cycles undertaken by the teacher partners in this research project were presented in Chaps. 5 and 6. Chap. 5 outlined the inquiries as documented through classroom observations, alongside the students' reported intercultural learning gains. In Chap. 6, we focused on the teachers, and the reported challenges they encountered as they introduced an intercultural element into their language programmes, along with learning gains with regard to enhancing their students' intercultural capability. In this chapter, we trace the evolution of the collaborative inquiries at the core of the project. We present our own journeys as researchers working with teachers who were both participants and research partners and document the realities and complexities of the intersecting processes of collaboration and independent inquiry that we aimed to foster in the project from its inception. We draw on diverse data sources, including project documents, audio-recordings and transcriptions of meetings, email archives and notes on discussions involving different members of the group, as well as the data from our work with the teacher partners. In our analysis in this chapter, we draw in particular on the literature and conceptualisations of collaborative action research (e.g., Burns, 1999, 2019), communities of practice (Lave & Wenger, 1991) and practitioner inquiry (Baumfield et al., 2012), to make sense of our journey. Specifically, we document several "critical incidents" (Brandenburg, 2008; Tripp, 2012) that we identified as we reflected back on the project. Some of the incidents we describe may appear as normal occurrences in meetings, discussions or reflections, yet we identify them as critical in terms of how we saw their significance for the development of the project (Tripp, 2012) and for our own journey as researchers and teacher educators. Our purpose is to illuminate and interrogate the processes and enabling conditions of our collaboration and its outcomes, with a view to moving from the events themselves (the "what" and the "how") to understanding what these events

In Chap. 2, we documented a range of international studies into the intercultural dimension in la... more In Chap. 2, we documented a range of international studies into the intercultural dimension in language education, with a particular focus on young learners of an additional language (L2). The review of the international literature highlights the reality that, on the one hand, the development of language learners' intercultural capability has become a significant focus of attention in a range of contexts across the globe. On the other hand, studies reveal the complexities involved with both defining and operationalising the intercultural dimension. In this chapter, we revisit New Zealand as the site for our own study and expand on the brief introduction to the New Zealand context that we gave in Chap. 1, including the incorporation of the intercultural into the New Zealand Curriculum (NZC). We then review New Zealand-based studies into the intercultural dimension of L2 learning. 3.2 A History of Language Policy Development in New Zealand Watts (1997) provided a useful and succinct summary of the historical language situation of New Zealand, going back to the early establishment of the country as a colony of Britain in the 1840s-a situation he described as being characterised by both complexity and diversity. As Watts considered events of the past few decades, his account drew attention to a 1987 curriculum review that heralded what may arguably be described as several "watershed" moments for New Zealand with regard to language learning and the language-culture interface, beginning in the early 1990s. The 1987 review had recommended that New Zealand needed to develop a national policy for languages. A policy was needed that would address the complex language needs of a diverse population, and, in particular, issues regarding:

The intercultural dimension of the language learning experience is one that has taken on increasi... more The intercultural dimension of the language learning experience is one that has taken on increasing significance over the past decades. As Byram (2018) reminded us, "intercultural competence" (IC) as a term of relevance to language pedagogy arose in the 1980s as a development to "communicative competence." The construct of communicative competence was, by that time, beginning to become embedded as informing the principal aim of language teaching and learning programmes. That is, for many years students have been learning languages in a variety of ways and in a range of different contexts, but with a primary goal of learning how to communicate in the target language (TL). However, as TL users in real-world contexts initiate communication with TL speakers, they are necessarily confronted with situations that move communication beyond the pure use of language and require them to negotiate with, as Byram (e.g., 2021) put it, beliefs, meanings, values and behaviours that may be very different from their own. This has implications for effective communication. Indeed, all TL interactions are encounters with "otherness" that require navigation beyond just choosing the appropriate words for the context; hence the emergence of IC as a construct of interest in language education. The study we present in this book is rooted in the diverse multilingual and multicultural context of New Zealand. Ours was a two-year project, funded by New Zealand's Ministry of Education, that sought to investigate the ways in which five teachers working at the intermediate school level 1 could be supported to embrace an intercultural dimension in the context of students learning an additional language (L2). We began from the premise that the increasing diversity of backgrounds of learners and their families in New Zealand creates an imperative to utilise L2 programmes as vehicles to increase L2 learners' capacity to understand and relate effectively to diversity, not only the diversity represented in the TL, but also the diversity that makes up 1 See Table 1.2 for an overview of the New Zealand school sector.

In Chap. 1, we introduced the study that is the focus of this book alongside the New Zealand lang... more In Chap. 1, we introduced the study that is the focus of this book alongside the New Zealand language teaching and learning context in which the study is situated. In this chapter, we present arguments from the international literature on the intercultural dimension, starting with an attempt to synthesise key debates around defining this crucial dimension. In the first part of this chapter, we locate the concept of interculturality in education, in particular in curricular reforms in different jurisdictions and in the teaching/learning of additional languages (L2s). In the second part, we present a range of empirical studies that have investigated the intercultural dimension as it relates to pedagogy, teachers and learners, with a particular focus on younger (school-aged) language learners. 2.2 The Intercultural Dimension Interest in understanding the skills required to engage with cultures and learning about cultures is not new, and certainly not exclusive to language education. Several academic fields have contributed to the knowledge base regarding what today is known as "interculturality." Contributions from anthropology, communication studies, education, linguistics and psychology, to name a few, have resulted in a rich and complex interdisciplinary field with numerous definitions, theorisations and applications. Authors like Holmes and MacDonald (2020) consider that the concept of interculturality is present in all aspects of contemporary life and characterise the development of interculturality "through the different forms of ethical practice which we carry out, moment by moment, in the unfolding of our daily lives" (p. 1).

The inclusion of Learning Languages as an independent learning area in the revised national curri... more The inclusion of Learning Languages as an independent learning area in the revised national curriculum has presented new opportunities for many New Zealand teachers and students. It has also drawn further attention to a number of ongoing challenges for languages education in New Zealand, particularly at the upper-primary school level. This paper outlines the backgrou+nd to this recent curriculum initiative, and then reports on the first phase of a research investigation into school principals' views about language teaching and learning. This phase of the study utilised a survey to explore factors impacting on schools' abilities to offer language programmes in the pre-secondary sector, the rationale for languages taught, and the proficiency levels deemed necessary for language teaching at this level. The study also investigated the relative importance accorded each of the eight learning areas by pre-secondary principals, and the perceived level of support for Learning Languages from wider school communities. The investigation contributes important information about the current attitudes of senior management in New Zealand schools towards teaching and learning languages. This may be helpful in informing future policy and professional development initiatives, particularly in relation to earlier-start language programmes in the compulsory education sector.

A particular emphasis of the revised New Zealand Curriculum is the increased opportunity for stud... more A particular emphasis of the revised New Zealand Curriculum is the increased opportunity for students in the upper primary school years (Years 7 and 8) to have access to programmes in additional languages. In practice, the introduction of Learning Languages has often been problematic for the primary sector, where for many teachers Learning Languages is both a new learning area and a new and sometimes unfamiliar field altogether. Many teachers are still finding their way and negotiating their own context‐specific understandings of effective languages programmes and meaningful student outcomes. A key goal of Learning Languages is to promote the interrelationship between language and culture, and enhance students' intercultural capability. The exploratory study presented here collected initial data on how one teacher in one primary school was managing her programme, and, in particular, how intercultural episodes were incorporated, and what these meant for students' learning. It was found that both the teacher and the students were aware of, and had begun to engage in, intercultural reflection, but that more support would be needed if students' intercultural capability is to be enhanced.

Journeys Towards Intercultural Capability in Language Classrooms

Chapter 10.1007/978-981-19-0991-7_4 outlines the methodological underpinnings and the research pr... more Chapter 10.1007/978-981-19-0991-7_4 outlines the methodological underpinnings and the research procedures of the project reported in this book. The first part addresses the approaches and methodologies relevant to the research questions posed, followed by a discussion of the selected data collection methods and a consideration of related ethical issues. The next part provides a full description of the participants and the research procedures.

Indonesian Journal of Applied Linguistics

This study investigated how English as a Foreign Language (EFL) students at a university in Pakis... more This study investigated how English as a Foreign Language (EFL) students at a university in Pakistan experienced blogging on their smartphones as a means to gain more extensive autonomous practice writing in English. The blogging was done as a stand-alone activity, independent of the students’ university EFL programme. Using a mixed-methods case study design, data were collected from 23 undergraduate students through interviews, surveys, and reflective written accounts. This paper foregrounded the students’ voices to reveal their attitudes to blogging, their experiences using smartphones for that purpose, and perceived changes in their English writing skills. The findings indicated that many of the participants developed a virtuous cycle, in which their interest and enjoyment of blogging, along with perceived improvements in their ability to communicate in English, contributed to increase both confidence and motivation to write more. The findings also pointed to other worthwhile soc...

Lillian is a first language speaker of Chinese; the other participants speak English as a first l... more Lillian is a first language speaker of Chinese; the other participants speak English as a first language.

Language and Intercultural Communication, 2019

Developing students' intercultural capability is now an expectation within language programmes in... more Developing students' intercultural capability is now an expectation within language programmes in New Zealand schools. This is a challenge, particularly as intercultural capability is still a new concept for many teachers. Drawing on data from a two-year project, this paper foregrounds student voices to reveal how beginner learners experienced language programmes where non-specialist intermediate school teachers facilitated comparative intercultural explorations for the first time. The findings indicate that shifts in teachers' practices led to some worthwhile, although variable, intercultural learning gains. An interdisciplinary approach is taken to consider the possible impact of age on learners' intercultural development at this level.

Lillian is a first language speaker of Chinese; the other participants speak English as a first l... more Lillian is a first language speaker of Chinese; the other participants speak English as a first language.

Language and Intercultural Communication, 2019

Developing students' intercultural capability is now an expectation within language programmes in... more Developing students' intercultural capability is now an expectation within language programmes in New Zealand schools. This is a challenge, particularly as intercultural capability is still a new concept for many teachers. Drawing on data from a two-year project, this paper foregrounds student voices to reveal how beginner learners experienced language programmes where non-specialist intermediate school teachers facilitated comparative intercultural explorations for the first time. The findings indicate that shifts in teachers' practices led to some worthwhile, although variable, intercultural learning gains. An interdisciplinary approach is taken to consider the possible impact of age on learners' intercultural development at this level.

Cambridge Journal of Education, 2019

Intercultural capability, or the ability to relate comfortably with people from diverse linguisti... more Intercultural capability, or the ability to relate comfortably with people from diverse linguistic and cultural backgrounds, is increasingly recognised as a key twenty-first century competency. The importance of its development in the context of learning a language has long been acknowledged in the literature. However, practitioners worldwide struggle with the implementation of interculturally focused language teaching. This paper reports aspects of a study designed to support New Zealand intermediate school teachers to develop their students' intercultural capability through learning a language. The paper focuses on two teachers of Mandarin, one a non-native and the other a native speaker, working in different teaching contexts. The findings indicate that both teachers struggled with similar challenges: the fear of exposing students to stereotypes; uncertainty about target language use for intercultural topics; and finding a balance between language and culture in their language programmes. Implications for moving towards young language learners' intercultural capability are raised.

Cambridge Journal of Education, 2019

Intercultural capability, or the ability to relate comfortably with people from diverse linguisti... more Intercultural capability, or the ability to relate comfortably with people from diverse linguistic and cultural backgrounds, is increasingly recognised as a key twenty-first century competency. The importance of its development in the context of learning a language has long been acknowledged in the literature. However, practitioners worldwide struggle with the implementation of interculturally focused language teaching. This paper reports aspects of a study designed to support New Zealand intermediate school teachers to develop their students' intercultural capability through learning a language. The paper focuses on two teachers of Mandarin, one a non-native and the other a native speaker, working in different teaching contexts. The findings indicate that both teachers struggled with similar challenges: the fear of exposing students to stereotypes; uncertainty about target language use for intercultural topics; and finding a balance between language and culture in their language programmes. Implications for moving towards young language learners' intercultural capability are raised.

International Journal of Education, May 21, 2010

Changing demographics in many contemporary Western countries have resulted in multiethnic societi... more Changing demographics in many contemporary Western countries have resulted in multiethnic societies with teaching workforces that have not kept pace with the increased diversity of student populations. International research indicates that teachers from minority language and cultural backgrounds can impact positively on minority students' self-esteem and academic performance, and that all students can benefit from a diverse teaching workforce. This paper reviews the literature on race-matched teaching and the impact of diversity in the teaching profession, and then reports on a case study which explores these issues specifically in the New Zealand context. The generation 1.5 Asian New Zealand and third-generation Anglo-European New Zealand student participants and their parents reported both challenges and benefits associated with strictly race-or ethnicity-matched teacher assignment and also with increased teacher diversity. Participants also highlighted the need for all teachers to be trained to work effectively with diverse student populations. The paper concludes by discussing the role of teacher education programmes in developing a culturally responsive teaching workforce for a future New Zealand where minority ethnicity students will outnumber the present Anglo-European majority. This paper has relevance for many other educational contexts with large multiracial, multiethnic populations.

Intercultural communication and language education, 2022

Asia Pacific Journal of Education, Jun 1, 2009

As New Zealand has become increasingly pluralistic, the teaching profession has become progressiv... more As New Zealand has become increasingly pluralistic, the teaching profession has become progressively less reflective of the wider population. This paper reviews the literature on impediments to teaching for minority students, and reports on a case study exploring factors that deter Asian New ...

Findings from the two inquiry cycles undertaken by the teacher partners in this research project ... more Findings from the two inquiry cycles undertaken by the teacher partners in this research project were presented in Chaps. 5 and 6. Chap. 5 outlined the inquiries as documented through classroom observations, alongside the students' reported intercultural learning gains. In Chap. 6, we focused on the teachers, and the reported challenges they encountered as they introduced an intercultural element into their language programmes, along with learning gains with regard to enhancing their students' intercultural capability. In this chapter, we trace the evolution of the collaborative inquiries at the core of the project. We present our own journeys as researchers working with teachers who were both participants and research partners and document the realities and complexities of the intersecting processes of collaboration and independent inquiry that we aimed to foster in the project from its inception. We draw on diverse data sources, including project documents, audio-recordings and transcriptions of meetings, email archives and notes on discussions involving different members of the group, as well as the data from our work with the teacher partners. In our analysis in this chapter, we draw in particular on the literature and conceptualisations of collaborative action research (e.g., Burns, 1999, 2019), communities of practice (Lave & Wenger, 1991) and practitioner inquiry (Baumfield et al., 2012), to make sense of our journey. Specifically, we document several "critical incidents" (Brandenburg, 2008; Tripp, 2012) that we identified as we reflected back on the project. Some of the incidents we describe may appear as normal occurrences in meetings, discussions or reflections, yet we identify them as critical in terms of how we saw their significance for the development of the project (Tripp, 2012) and for our own journey as researchers and teacher educators. Our purpose is to illuminate and interrogate the processes and enabling conditions of our collaboration and its outcomes, with a view to moving from the events themselves (the "what" and the "how") to understanding what these events

In Chap. 2, we documented a range of international studies into the intercultural dimension in la... more In Chap. 2, we documented a range of international studies into the intercultural dimension in language education, with a particular focus on young learners of an additional language (L2). The review of the international literature highlights the reality that, on the one hand, the development of language learners' intercultural capability has become a significant focus of attention in a range of contexts across the globe. On the other hand, studies reveal the complexities involved with both defining and operationalising the intercultural dimension. In this chapter, we revisit New Zealand as the site for our own study and expand on the brief introduction to the New Zealand context that we gave in Chap. 1, including the incorporation of the intercultural into the New Zealand Curriculum (NZC). We then review New Zealand-based studies into the intercultural dimension of L2 learning. 3.2 A History of Language Policy Development in New Zealand Watts (1997) provided a useful and succinct summary of the historical language situation of New Zealand, going back to the early establishment of the country as a colony of Britain in the 1840s-a situation he described as being characterised by both complexity and diversity. As Watts considered events of the past few decades, his account drew attention to a 1987 curriculum review that heralded what may arguably be described as several "watershed" moments for New Zealand with regard to language learning and the language-culture interface, beginning in the early 1990s. The 1987 review had recommended that New Zealand needed to develop a national policy for languages. A policy was needed that would address the complex language needs of a diverse population, and, in particular, issues regarding:

The intercultural dimension of the language learning experience is one that has taken on increasi... more The intercultural dimension of the language learning experience is one that has taken on increasing significance over the past decades. As Byram (2018) reminded us, "intercultural competence" (IC) as a term of relevance to language pedagogy arose in the 1980s as a development to "communicative competence." The construct of communicative competence was, by that time, beginning to become embedded as informing the principal aim of language teaching and learning programmes. That is, for many years students have been learning languages in a variety of ways and in a range of different contexts, but with a primary goal of learning how to communicate in the target language (TL). However, as TL users in real-world contexts initiate communication with TL speakers, they are necessarily confronted with situations that move communication beyond the pure use of language and require them to negotiate with, as Byram (e.g., 2021) put it, beliefs, meanings, values and behaviours that may be very different from their own. This has implications for effective communication. Indeed, all TL interactions are encounters with "otherness" that require navigation beyond just choosing the appropriate words for the context; hence the emergence of IC as a construct of interest in language education. The study we present in this book is rooted in the diverse multilingual and multicultural context of New Zealand. Ours was a two-year project, funded by New Zealand's Ministry of Education, that sought to investigate the ways in which five teachers working at the intermediate school level 1 could be supported to embrace an intercultural dimension in the context of students learning an additional language (L2). We began from the premise that the increasing diversity of backgrounds of learners and their families in New Zealand creates an imperative to utilise L2 programmes as vehicles to increase L2 learners' capacity to understand and relate effectively to diversity, not only the diversity represented in the TL, but also the diversity that makes up 1 See Table 1.2 for an overview of the New Zealand school sector.

In Chap. 1, we introduced the study that is the focus of this book alongside the New Zealand lang... more In Chap. 1, we introduced the study that is the focus of this book alongside the New Zealand language teaching and learning context in which the study is situated. In this chapter, we present arguments from the international literature on the intercultural dimension, starting with an attempt to synthesise key debates around defining this crucial dimension. In the first part of this chapter, we locate the concept of interculturality in education, in particular in curricular reforms in different jurisdictions and in the teaching/learning of additional languages (L2s). In the second part, we present a range of empirical studies that have investigated the intercultural dimension as it relates to pedagogy, teachers and learners, with a particular focus on younger (school-aged) language learners. 2.2 The Intercultural Dimension Interest in understanding the skills required to engage with cultures and learning about cultures is not new, and certainly not exclusive to language education. Several academic fields have contributed to the knowledge base regarding what today is known as "interculturality." Contributions from anthropology, communication studies, education, linguistics and psychology, to name a few, have resulted in a rich and complex interdisciplinary field with numerous definitions, theorisations and applications. Authors like Holmes and MacDonald (2020) consider that the concept of interculturality is present in all aspects of contemporary life and characterise the development of interculturality "through the different forms of ethical practice which we carry out, moment by moment, in the unfolding of our daily lives" (p. 1).

The inclusion of Learning Languages as an independent learning area in the revised national curri... more The inclusion of Learning Languages as an independent learning area in the revised national curriculum has presented new opportunities for many New Zealand teachers and students. It has also drawn further attention to a number of ongoing challenges for languages education in New Zealand, particularly at the upper-primary school level. This paper outlines the backgrou+nd to this recent curriculum initiative, and then reports on the first phase of a research investigation into school principals' views about language teaching and learning. This phase of the study utilised a survey to explore factors impacting on schools' abilities to offer language programmes in the pre-secondary sector, the rationale for languages taught, and the proficiency levels deemed necessary for language teaching at this level. The study also investigated the relative importance accorded each of the eight learning areas by pre-secondary principals, and the perceived level of support for Learning Languages from wider school communities. The investigation contributes important information about the current attitudes of senior management in New Zealand schools towards teaching and learning languages. This may be helpful in informing future policy and professional development initiatives, particularly in relation to earlier-start language programmes in the compulsory education sector.

A particular emphasis of the revised New Zealand Curriculum is the increased opportunity for stud... more A particular emphasis of the revised New Zealand Curriculum is the increased opportunity for students in the upper primary school years (Years 7 and 8) to have access to programmes in additional languages. In practice, the introduction of Learning Languages has often been problematic for the primary sector, where for many teachers Learning Languages is both a new learning area and a new and sometimes unfamiliar field altogether. Many teachers are still finding their way and negotiating their own context‐specific understandings of effective languages programmes and meaningful student outcomes. A key goal of Learning Languages is to promote the interrelationship between language and culture, and enhance students' intercultural capability. The exploratory study presented here collected initial data on how one teacher in one primary school was managing her programme, and, in particular, how intercultural episodes were incorporated, and what these meant for students' learning. It was found that both the teacher and the students were aware of, and had begun to engage in, intercultural reflection, but that more support would be needed if students' intercultural capability is to be enhanced.

Journeys Towards Intercultural Capability in Language Classrooms

Chapter 10.1007/978-981-19-0991-7_4 outlines the methodological underpinnings and the research pr... more Chapter 10.1007/978-981-19-0991-7_4 outlines the methodological underpinnings and the research procedures of the project reported in this book. The first part addresses the approaches and methodologies relevant to the research questions posed, followed by a discussion of the selected data collection methods and a consideration of related ethical issues. The next part provides a full description of the participants and the research procedures.

Indonesian Journal of Applied Linguistics

This study investigated how English as a Foreign Language (EFL) students at a university in Pakis... more This study investigated how English as a Foreign Language (EFL) students at a university in Pakistan experienced blogging on their smartphones as a means to gain more extensive autonomous practice writing in English. The blogging was done as a stand-alone activity, independent of the students’ university EFL programme. Using a mixed-methods case study design, data were collected from 23 undergraduate students through interviews, surveys, and reflective written accounts. This paper foregrounded the students’ voices to reveal their attitudes to blogging, their experiences using smartphones for that purpose, and perceived changes in their English writing skills. The findings indicated that many of the participants developed a virtuous cycle, in which their interest and enjoyment of blogging, along with perceived improvements in their ability to communicate in English, contributed to increase both confidence and motivation to write more. The findings also pointed to other worthwhile soc...

Lillian is a first language speaker of Chinese; the other participants speak English as a first l... more Lillian is a first language speaker of Chinese; the other participants speak English as a first language.

Language and Intercultural Communication, 2019

Developing students' intercultural capability is now an expectation within language programmes in... more Developing students' intercultural capability is now an expectation within language programmes in New Zealand schools. This is a challenge, particularly as intercultural capability is still a new concept for many teachers. Drawing on data from a two-year project, this paper foregrounds student voices to reveal how beginner learners experienced language programmes where non-specialist intermediate school teachers facilitated comparative intercultural explorations for the first time. The findings indicate that shifts in teachers' practices led to some worthwhile, although variable, intercultural learning gains. An interdisciplinary approach is taken to consider the possible impact of age on learners' intercultural development at this level.

Lillian is a first language speaker of Chinese; the other participants speak English as a first l... more Lillian is a first language speaker of Chinese; the other participants speak English as a first language.

Language and Intercultural Communication, 2019

Developing students' intercultural capability is now an expectation within language programmes in... more Developing students' intercultural capability is now an expectation within language programmes in New Zealand schools. This is a challenge, particularly as intercultural capability is still a new concept for many teachers. Drawing on data from a two-year project, this paper foregrounds student voices to reveal how beginner learners experienced language programmes where non-specialist intermediate school teachers facilitated comparative intercultural explorations for the first time. The findings indicate that shifts in teachers' practices led to some worthwhile, although variable, intercultural learning gains. An interdisciplinary approach is taken to consider the possible impact of age on learners' intercultural development at this level.

Cambridge Journal of Education, 2019

Intercultural capability, or the ability to relate comfortably with people from diverse linguisti... more Intercultural capability, or the ability to relate comfortably with people from diverse linguistic and cultural backgrounds, is increasingly recognised as a key twenty-first century competency. The importance of its development in the context of learning a language has long been acknowledged in the literature. However, practitioners worldwide struggle with the implementation of interculturally focused language teaching. This paper reports aspects of a study designed to support New Zealand intermediate school teachers to develop their students' intercultural capability through learning a language. The paper focuses on two teachers of Mandarin, one a non-native and the other a native speaker, working in different teaching contexts. The findings indicate that both teachers struggled with similar challenges: the fear of exposing students to stereotypes; uncertainty about target language use for intercultural topics; and finding a balance between language and culture in their language programmes. Implications for moving towards young language learners' intercultural capability are raised.

Cambridge Journal of Education, 2019

Intercultural capability, or the ability to relate comfortably with people from diverse linguisti... more Intercultural capability, or the ability to relate comfortably with people from diverse linguistic and cultural backgrounds, is increasingly recognised as a key twenty-first century competency. The importance of its development in the context of learning a language has long been acknowledged in the literature. However, practitioners worldwide struggle with the implementation of interculturally focused language teaching. This paper reports aspects of a study designed to support New Zealand intermediate school teachers to develop their students' intercultural capability through learning a language. The paper focuses on two teachers of Mandarin, one a non-native and the other a native speaker, working in different teaching contexts. The findings indicate that both teachers struggled with similar challenges: the fear of exposing students to stereotypes; uncertainty about target language use for intercultural topics; and finding a balance between language and culture in their language programmes. Implications for moving towards young language learners' intercultural capability are raised.