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24 FACULTY OF EDUCATION THE UNIVERSITY OF AUCKLAND
The Multilingual Turn: Implications for SLA, TESOL and
Bilingual Education
Stephen May (Ed.). New York: Routledge, 2014.
Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a
critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL,
and bilingual education. This volume takes a big step forward in re-situating the issue of multilingualism more
centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries.
Social Work Practice for Promoting Health and
Wellbeing: Critical Issues
Beddoe, L, & Maidment, J. (Eds.). London: Routledge, 2014.
Drawing on international literature and research, the authors collected here encourage thinking about the
social, political, cultural, emotional, spiritual, economic and spatial aspects of health and wellbeing, and how
they impact on the unique strengths and challenges of working with particular populations and communities.
Exploring how structural inequality, oppression and stigma can impact upon people, and drawing upon a social
model of health, this book is an important read for all practitioners and researchers interested in social work,
public health and social inclusion.
An Introduction to Educational Assessment,
Measurement and Evaluation: Improving the quality of
teacher-based assessment (3rd ed.)
Brown, G.T.L, Irving, S.E., & Keegan, P.J. Auckland: Dunmore Publishing, 2014.
This book provides an updated and restructured introduction to assessment practice, theory and policies as
they apply to school and teacher-based assessment in New Zealand. It aims to help teachers create, administer,
interpret and report in a valid manner. The contents of this book have been based on the authors’ experiences
and research in developing educational assessments for use in New Zealand primary and secondary school
settings in both the English and Mäori languages.
Health Education: Critical Perspectives
Fitzpatrick, K., & Tinning, R. (Eds.). New York: Routledge, 2014.
This book draws together international experts in the fields of health and education who deconstruct
contemporary discourses and practices, and re-imagine a health education that both connects with young
people and offers a way forward in addressing issues of health and wellbeing. The overall theme of the book
offers a perspective that the current approach to health education – promoting a fear of ill health, self-
surveillance and individual responsibility – can become a form of health fascism, and we need to be cognisant
of this potential and its consequences for young people.
A Negotiated and Developmental Approach
to School Self-Evaluation
Lai, M & Kushner, S (Eds.). London: Emerald Group Publishing, 2013.
New Zealand has a form of professional and programme evaluation where there is shared power and
responsibility between evaluators and those being evaluated. Through a detailed national case study of New
Zealand, together with commentaries from international specialists, this volume examines the successes
and challenges of this approach to programme evaluation and its generalisability to other educational and
professional review settings, and shows how education systems can recover a balance between an achievement
agenda and a focus on educational quality.
RESOURCES
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