... Unlike the SF verbs, however, a loan verb may carry only one ending, namely, -{C)aki/a, while... more ... Unlike the SF verbs, however, a loan verb may carry only one ending, namely, -{C)aki/a, while a SF verb may occur, as well, with the so ... From that time until today, English has been the official medium of instruction in schools and has also been the official language of government ...
Our contribution to this volume is not on the work of the teacher who inspires the child writer, ... more Our contribution to this volume is not on the work of the teacher who inspires the child writer, but the teacher as the writer and illustrator of multilingual texts for classroom use that inspires the child reader. This chapter focuses on a first time teacher writer from Fiji, Bereta , who participated in a two day writing workshop known as the Information Text Awareness Project (hereafter ITAP). This chapter commences with an overview of the ITAP which was conducted in Nadi, Fiji, in 2012 with Bereta and 17 teachers from urban, semi-urban and rural contexts within the Nadi educational district. The politics of presenting Western ways of knowing to teachers from diverse cultural and linguistic contexts via a Western pedagogical approach is explored in the second section. We believe that this work involves a moral dimension that needs careful consideration. The third section outlines the eight stages of ITAP where teacher writers such as Bereta produced an English and a vernacular in...
... Unlike the SF verbs, however, a loan verb may carry only one ending, namely, -{C)aki/a, while... more ... Unlike the SF verbs, however, a loan verb may carry only one ending, namely, -{C)aki/a, while a SF verb may occur, as well, with the so ... From that time until today, English has been the official medium of instruction in schools and has also been the official language of government ...
Our contribution to this volume is not on the work of the teacher who inspires the child writer, ... more Our contribution to this volume is not on the work of the teacher who inspires the child writer, but the teacher as the writer and illustrator of multilingual texts for classroom use that inspires the child reader. This chapter focuses on a first time teacher writer from Fiji, Bereta , who participated in a two day writing workshop known as the Information Text Awareness Project (hereafter ITAP). This chapter commences with an overview of the ITAP which was conducted in Nadi, Fiji, in 2012 with Bereta and 17 teachers from urban, semi-urban and rural contexts within the Nadi educational district. The politics of presenting Western ways of knowing to teachers from diverse cultural and linguistic contexts via a Western pedagogical approach is explored in the second section. We believe that this work involves a moral dimension that needs careful consideration. The third section outlines the eight stages of ITAP where teacher writers such as Bereta produced an English and a vernacular in...
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