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Reflection as a tool for the development of an intercultural dimension in language learning is mentioned to varying degrees in curriculum documents, guidelines and the literature. While there is a call for teachers to encourage language learners to engage in reflection for the development of intercultural competence (IC), studies show it can be challenging to implement in the classroom. This paper considers the extent to which language teachers in New Zealand schools provided opportunities for learners to develop aspects of IC through reflection. Findings from a nationwide survey and interviews with teachers of six foreign languages indicate that many teachers were limited in both their understanding and use of reflection as a learning tool. However, two examples are given of how teachers did provide opportunities that encouraged their learners to reflect on their own culture and on the culture of others. From examples, we summarise strategies that may assist in scaffolding learners into reflection, and call for focussed language teacher professional development. [ABSTRACT FROM AUTHOR]

Feeding ecology is an important factor for the survival of a species and knowledge of its parameters is a prerequisite for successful conservation work. In this study we describe the feeding ecology of the endemic Seychelles Black ParrotCoracopsis barklyion Praslin, Seychelles, the only island on which this parrot is resident. We compared two methods to evaluate feeding choices: incidental observations and feeding walks on 25 transects in all habitat types. Black parrots fed on 46 different species, bringing the total number of known food plants to 53 species. They predominantly consumed endemic and native species (58% of observed feeding bouts), mainly their fruit pulp (in 68% of feeding bouts), followed by buds (15%) and seeds (37%) with occasional observations of leaves, bark and scale insects. The incidental method rendered many more observed bouts than the transect approach and the ratios of consumed species differed between methods but the transect results are regarded as more representative. The incidental method is not suitable for quantitative conclusions but complements the transect method, providing information about rarely occurring feeding events. [ABSTRACT FROM AUTHOR]

Knowledge of breeding ecology is required for many conservation interventions. The Seychelles Black ParrotCoracopsis barklyi, endemic to the island of Praslin, is vulnerable to extinction. We aimed to improve understanding ofC. barklyibreeding ecology to aid conservation planning. We present the results of four years of research, including nesting cavity characteristics and availability, reproductive success, breeding parameters, parental behaviour and reproductive strategy. Thirty-six breeding attempts were studied over the four seasons. Nests were mainly located in Coco de Mer palmsLodoicea maldivica. Deeper cavities with more canopy cover were preferred. There may be a shortage of high-quality nesting cavities in intensive breeding seasons. Average clutch size was 2.2 eggs, incubation period was c. 15 d and egg fertility was 71%. Rats were key nest predators, causing the failure of up to 33% of breeding attempts. The probability of nest success was 53%. At least 57% of fledglings survived their first year. This species breeds cooperatively and practices a highly unusual side-by-side copulation. We discuss the implications of the results in the context of former, ongoing and potential conservation measures forC. barklyiincluding translocation, invasive species management, nest box provisioning, habitat restoration and further research. [ABSTRACT FROM AUTHOR]

Teachers’ subject knowledge is recognised as an essential component of effective teaching. In the foreign language context, teachers’ subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling, prompting a demand for more foreign language teachers. A nationwide professional development programme for language teachers is building language teacher capacity to meet the demand. Participants on the programme have a range of language teaching subject knowledge. While some have extensive knowledge of their target teaching language but lack formal language teaching qualifications, others are generalist teachers with an interest in teaching a foreign language who are just beginning to develop their subject knowledge. This paper considers teachers’ subject knowledge, that is, their language proficiency. We report on the differences in the classroom practice of teachers with limited subject knowledge, compared with teachers with more extensive subject knowledge. The data were analysed against key aspects of teaching based on the work of Farrell and Richards. The analysis revealed a variance in the number of key aspects the teachers could manage and differences in their level of effectiveness in managing the key aspects. We highlight the importance for teachers with limited levels of target language proficiency of continuing to develop their subject knowledge in order to maximise the language-learning experience for their students. [ABSTRACT FROM PUBLISHER]

This paper examines a language teacher education professional development programme in New Zealand that draws on the 2007 New Zealand Curriculum. At the heart of the Learning Languages area in the curriculum is communicative competence, with the understanding that communication involves language knowledge and cultural knowledge. The New Zealand Ministry of Education expects that schools will be able to offer all Years 7-10 students the opportunity to learn an additional language in order for them to participate effectively in multicultural settings, both in New Zealand and internationally. To deliver this, language teachers and generalist teachers are being encouraged to undertake professional development. This paper reports on a research evaluation of a Ministry-sponsored language teacher professional development programme. The findings reveal success in increasing teacher understanding of how to develop learners' language knowledge, because this part of the programme was underpinned by a deep principled knowledge base, and teachers had opportunities to acquire knowledge and participate in a language teaching community. However, teacher understanding of how to increase learners' cultural knowledge was less successful, because of a lack of a principled knowledge base of intercultural language teaching. We argue that effective professional development programmes need both to be based on deep principled knowledge and to offer learning that involves acquisition and participation. [ABSTRACT FROM AUTHOR]