Cultures, Languages and Linguistics

Red Mole


Prof Annie Goldson


Cultures, Languages and Linguistics

Project code: ART005


I have almost completed production of a documentary Red Mole, which traces a recent history of the experimental theatre troupe Red Mole, through the eyes of Ruby Brunton, daughter of Alan Brunton and Sally Rodwell founders of the troupe. Both of whom are now deceased. I filmed Ruby in Mexico (where she currently lives and works), in New York City, and in New Zealand where she traces the steps of her parents. I have also interviewed about a dozen colleagues and commentators. The University of Auckland Special Collections has the Red Mole archive which is a rich collection and the plan now is to edit the archive with the field tapes I have shot of Ruby and of the commentators.

Scholar’s Work: Editing the film using Premiere Pro and assisting with archives.

Required Skills/Pre-requisites: Strong editing skills and a sense of narrative.

Timing/Weeks for Summer Scholarship: I will be in Auckland throughout the summer.

Benefits to Scholar: Engaging with a strong creative project that is of historical and ‘legacy’ interest. I would give the student an Editor credit if they are able to edit relatively independently. The research should be interesting, gathering it should be challenging and gives the student a chance to work on a major creative project.

Expectations: That they are technically capable and able to edit a relatively long form documentary.

Teaching and learning Chinese in contentious geopolitical contexts


Dr Danping Wang


Asian Studies / School of Languages, Cultures and Linguistics

Project code: ART007


The recent confrontations between the two superpowers are making the world increasingly divided by geopolitics and ideologies since the beginning of the 21st century. Chinese language education unprecedentedly politicised under the increasingly intensified global political environment and the scepticism surrounding Chinese language learning exacerbated by the global COVID-19 pandemic. Chinese language learning is frequently reported in provocative ways that reflect and reshape broader socio-political discourses and public attitudes in and beyond Anglophone countries. The ideological discourses and media representations of Chinese language teaching are produced and reproduced through amplified and recurring media coverage.

This project aims to draw on the framing theory to analyse the media representations of Chinese language education in New Zealand since 2000. The project has two major research objectives:

  1. to build a corpus of news texts related to Chinese language education represented in mainstream New Zealand media in recent 20 years.
  2. to analyse the discourse of Chinese language education in New Zealand.

Scholar’s Work: The scholar will assist the supervisor with identifying, collecting, categorising news texts related to Chinese language education, developing a literature review, database construction, data analysis, and writing research reports, depending on the expertise of the summer scholar. The study includes two parts of research work. In the first stage, the scholar will conduct a literature review of research on the representations of Chinese language education in English-speaking countries. The second stage of the study involves corpus constructions and basic discourse analysis of the data. There are chances that the summer scholar will be invited to publish the research and present the research outputs with New Zealand Chinese Language Teacher Association or online with international Chinese language teaching professionals and scholars.

Required Skills/Pre-requisites: The research mainly involves literature review, interview and multimodal qualitative data analysis. The applicant should have experience and skills in all or some of these duties. As the study focuses on Chinese language education research, the applicant is expected to know basic Chinese to understand the context of the study and be academically fluent and literate in English. The project particularly welcomes applicants who are familiar with discourse analysis, framing analysis, corpus studies. Applicants who are familiar with qualitative data analysis and are able to use EndNote and NVivo will be prioritised. Other desirable qualities include meticulousness, a willingness to learn, and the ability to work independently.

Timing/Weeks for Summer Scholarship:
1 December 2011 – 18 February 2022.

Benefits to Scholar: The scholar will have the opportunity to receive comprehensive training in small-scale qualitative research that requires interdisciplinary perspectives. Under the supervisor’s guidance, the scholar will be able to have a holistic understanding of how Chinese language education is framed in the news media in the New Zealand context. As the research responsibilities involve every aspect of second language learning, the scholar will also gain a fuller understanding of how Chinese language education develops in New Zealand. In terms of specific research domains, the scholar will have a chance to learn communication theories, corpus and discourse analysis skills, and effective methods of doing a literature review and qualitative data analysis, which are essential skills for developing one’s independent research skills for their research project and future academic goals.

Expectations: It would be great if the candidate is willing to learn some essential research skills such as Excel, NVivo, Endnote prior to the project begins. I hope the summer scholar can be more proactive and independent in doing the summer research project. As I am also teaching summer school, I would expect the summer scholar to report to me regularly and keep me informed of the work progress.

Covid-19 and the Tourism Sector in Southeast Asian Countries


Dr Jamie Gillen
(with support from Dr Jesse Hession Grayman and Prof Andreas Neef)


Cultures, Languages, and Linguistics/ Global Studies
(with support from Social Sciences / Development Studies)

Project code: ART008


The intention for a summer scholarship application is to support an undergraduate of high aptitude to support a 2021 research project undertaken by Professor Andreas Neef and Drs Jamie Gillen and Jesse Hession Grayman and funded by the Ministry of Foreign Affairs and Trade. This overall project takes stock of the diverse impacts of the Covid-19 pandemic on tourism in five Southeast Asian nations and their ripple effects on economies and societies. Employing collaborators from around Southeast Asia, the project draws upon secondary data, official government information, media reports and newsletters of international tourism organisations from three mainland Southeast Asian countries (Thailand, Vietnam, Cambodia) and two maritime Southeast Asian countries (Indonesia, Philippines). The study also examines various short-term responses and coping strategies of the corporate tourism sector and national/local government bodies. The research explores the longer-term rehabilitation strategies that are being deployed for the tourism sector in the five countries from a comparative perspective. Finally, findings from the study will be brought into conversation with the evolving circumstances of the New Zealand tourism economy.

The summer scholar will step in to a well-developed research project and assist the principal investigators and Southeast Asian collaborators with two elements of the next stages; in the first place, support the preparation of one or two peer-reviewed publications, and alongside the project leaders further develop a comparative aspect with New Zealand. The student will also participate in meetings and planning sessions related to the project, thereby enhancing their understanding of transdisciplinary, multinational research from Asia-Pacific.

Scholar's Work: The summer scholar is expected to work with principal investigators and research collaborators in conducting a literature review and meta-analysis of scholarly studies, government reports, and private sector analyses on the various linkages between tourism and Covid-19 in Southeast Asian and New Zealand contexts. An additional expectation is for the summer scholar to participate in meetings with the project's post-doctoral researcher, local research assistants, and collaborating partners in Southeast Asia in working on 1-2 publications. The summer scholar will support the supervisor(s) and their team of Southeast Asian researchers in reviewing the findings from each country as part of the preparation of manuscripts for peer-review, which may include a New Zealand component. A brief work timeline is below showing the student's summer responsibilities: Weeks 1-3: Become familiar with the project, the final MFAT report (to be submitted in November), attend meetings related to next steps for publication; Weeks 4-6: Work with project team to develop a comprehensive literature review; Weeks 7-9: Alongside project team members, review project findings and discuss angles for potential publication, including potential comparative approaches with New Zealand; Week 10: Wrap-up.

Required Skills/Pre-requisites: The summer scholar should have excellent academic writing skills and be proficient in the use of academic search engines, such as Google Scholar and Scopus, and referencing software systems, such as Endnotes or RefWorks. The scholar should be familiar with the wider field of Development Studies and/or tourism studies and have at least some grounding in the social sciences. Interest in tourism, pandemics, public health, and/or Southeast Asia is preferable. Applicants who are familiar with these topics, either through intensive prior engagement with the relevant literature or through their own travel experience, will be given priority. Applicants should address these required skills in their application and indicate if they have been in touch with the proposed supervisor.

Timing/ Weeks for Summer Scholarship: The supervisor(s) is available in Auckland all summer. With advance planning, the schedule can be adjusted to meet the summer scholar's co-location preference (e.g. accommodate the holiday season, etc.).

Benefits to Scholar: The summer scholar will have the opportunity to become involved in a multidisciplinary and multi-institutional funded research project, thereby receiving exposure to a global academic network. The scholar will be involved in a major academic research project funded by the government. The student will learn how the research publication process unfolds among contributors from New Zealand and Southeast Asia. While working toward these objectives, the summer scholar will receive immersive training on conducting a comprehensive analysis of empirical field studies and a systematic literature review in the fields of Development Studies and critical tourism studies.

Expectations: The summer scholar will play a coordinating role in the collation and elaboration upon the recently completed work (by November 2021) for the Ministry of Foreign Affairs and Trade. The summer scholar will add value to this completed work by bringing the descriptive findings into conversation with the emerging scholarly literature on the impacts of Covid-19 on tourism in Southeast Asia.

Pacifism in Japanese anime


Dr Rumi Sakamoto


CLL, Japanese

Project code: ART009


Japanese national identity has been associated with the notion of pacifism since the end of the war, the experience of nuclear weapons and the establishment of the “Peace Constitution.” Within popular culture, pacifism and the absence of a clear separation of good and evil have long been recognised as the core characteristics of Japanese anime. Post-war anime like Barefoot Gen, Space Battleship Yamato, and Nausicaä of the Valley of Wind have engaged with pacifism each in its own way, against the background of shifting public discourse on the meaning of the Asia-Pacific War and Japan’s place in the world.

This project begins with a hypothesis that the recent push for remilitarisation due to the growing security concerns in North East Asia is reflected in/supported by popular culture as a repository of public values, desires, and imagination. How are popular cultural articulations of pacifism changing? Are new types of villains and heroes emerging to suit the new assertive Japan that can fight wars? What about the depiction of violence, justice, and revenge? As a case study, this project analyses the 2019 mega-hit anime, Demon Slayer, to identify elements pertinent to these questions and compare them with past anime, in particular Miyazaki Hayao’s work.

Scholar’s Work: Literature review: Collating and summarising academic literature on pacifism in Japanese anime. Analysis of Demon Slayer (Kimetsu no yaiba): In consultation with the supervisor, identify recurring themes and elements pertinent to pacifism. Extract relevant sections and analyse each in relation to pacifism. Compare with Miyazaki’s work.

Required Skills/Pre-requisites: Proficiency in using academic databases for research; Strong writing skills and ability to produce efficient summaries of academic articles; Some knowledge of/interest in anime and post-war Japanese history, society and culture; Japanese language skills are preferred but not necessary.

Timing/Weeks for Summer Scholarship: 10 weeks over the summer, starting on the 29th November or thereabout. Negotiable.

Benefits to Scholar: Closely working with a supervisor and receiving regular feedback will give the summer scholar a taste of the postgraduate experience; Experience in intensive reading and summarising of academic journal articles and producing a literature review; Opportunity to critically analyse a primary source that is one of the best examples of contemporary Japanese popular cultural creativity; Experiencing independent research in the field of Japanese Cultural Studies.

Expectations: Genuine interest in the topic. Good work ethic and time-management skills. Being able to work independently but also take advice. Good communication.

Women, White Nationalism and Crafting Communities


Dr Callie Vandewiele



Project code: ART016


This is a new project in the heritage space seeking to understand the link between "making", identity production and white nationalism for self-identifying women in Aotearoa and the Western United States. This work seeks to better understand the role that women in play in the reproduction of violent ideologies with the recognition that many organized white supremacist groups explicitly exclude women from public facing and leadership roles. This project seeks to better understand the pathways to radicalization for women (particularly white women) in these spaces, and how that radicalization is linked to heritage through communities of "makers" and crafting groups both in person and online. This work will draw heavily from the theoretical work on embodiment as founded in Judith Butler's work, Sara Ahmed's contributions to critical race theory and postcolonialism and Kristy Campion's understanding of the role of white feminism in terrorist organizations in Australia and the Pacific. This project draws from my own expertise on the role of embodiment through production and how both practical and ideological ideas and skills can be transmitted through the learning of a skill or a craft.

Scholar’s Work:

  • Stage 1. The scholar will work with me to conduct a literature review of contemporary academic work that has been recently published on the role of white women in radical or terrorist organization. The Scholar will produce an annotated bibliography of relevant work, paying particular attention to the ways in which research on the radicalization of women is carried out and the attention paid to women's role in self or peer radicalization. The scholar will use reference management software to compile and track all references and affiliated notes;
  • Stage 2. The scholar will work closely with me to begin the process of outlining the direct research project and identifying potential funding sources for this work, as well helping produce an ethical review of carrying out observation and interview fieldwork which can be completed by myself later in the year.

NOTE: If the summer scholar struggles with the content of this work at any point, I have set aside an additional (smaller) project on the heritage of “making” as a craft which does not address politically sensitive or violent content in anyway but which does further the theoretical aims of this new work, and the scholar may integrate that additional work into their schedule as needed to balance out any emotional fatigue from working with content addressing violent radicalization.

Required Skills/Pre-requisites: The Scholar must be a quick reader in English, self-motivated and highly organized. The student would benefit from being familiar with: Heritage as a field of study; Anthropological and Sociological theories as a grounding for research; Analysis of work through feminist or queer critical lenses.

Timing/ Weeks for Summer Scholarship:
Weeks 1-4 (Nov. 23-Dec. 19) and 7-12 (Jan. 11-Feb. 19).

Benefits to Scholar: The Scholar will: Conduct a broad literature review as the foundation to a new research project; Receive training on and experience with reference management software; Receive training on and experience with identifying useful academic and non-academic sources for a new research project; Produce a piece of writing covering a variety of sub-disciplines and work across multiple continents. This project is an excellent opportunity for an undergraduate or honours student to be involved in the foundational stages of a research project. For a student considering masters or PhD level work, this is an opportunity to get a window into producing anthropological research in a familiar context. The student will finish the project with a skillset that could be readily applied to their own future work, should they choose to pursue a research degree.

Expectations: I expect to work with a summer scholar who is interested in research as a potential future career and who would benefit from the opportunity to be engaged in the foundational work of a new research project. I expect the summer scholar to be willing and able to work through potentially challenging literature and to have the ability to self-advocate for shifting work when needed to theoretical work engaging with ‘making’. ‘heritage’ and ‘craft.’

Manalagi Community Research Project


Dr Patrick Thomsen


CLL – Global Studies

Project code: ART021


The Manalagi Community Research Project (MCRP) is tied to the Health Research Council of New Zealand funded Manalagi Aotearoa Pacific Rainbow LGBTQIA+ MVPFAFF+ Health and Wellbeing Project. As the first research project of its kind in Aotearoa-New Zealand, the Manalagi Project also aims to articulate and develop a Manalagi-informed Pacific community research model for working with Pacific Rainbow+ communities. During year one of the Manalagi Project (2020-21) the research team conducted 11 community consultation sessions across New Zealand talking to a wide range of Pacific Rainbow+ communities and allies. Data and reflections from these sessions will form the basis of the development of the MCRP. The specific expected output of this summer project is the writing and development of a journal article for publication in a Pacific health and/or research methodologies journal to help document and disseminate the work of the Manalagi Project in scholarly outlets.

Scholar’s Work: The summer scholar’s primary role will be to work with the Manalagi Project team to help with the development of the MCRP model. This will include helping to complete a mini-literature review of Pacific community research models, and actively help in the development of a journal article. The scholar will also have the opportunity to participate in team brainstorming as well as help with the promotion of the Manalagi Survey. There will also be opportunities for the scholar to engage with the rest of the Manalagi Project team as we code and develop data that will be used for the development of the MCRP and other Manalagi Project research tasks.

Required Skills/Pre-requisites: Familiarity with Pacific communities and/or strong proficiency in Pacific knowledges; Interest in intersectional research to do with Queer, Pacific and other marginalised communities; Strong organisational, writing and communication skills and a willingness to learn; Committed to diversity, equity and inclusion and respectful of difference.

Timing/Weeks for Summer Scholarship:
Monday December 6th 2021 to Friday February 18th 2022.

Benefits to Scholar: The scholar will gain invaluable experience working with a New Zealand-first research programme at the University of Auckland. They will acquire qualitative research skills gained through direct insights into a community-embedded research project that combines mixed-method approaches. Furthermore, they will be a named co-author on the paper publication and develop valuable networks and connections among New Zealand’s Pacific research workforce.

Academic literacy of German at university


Dr Diana Feick



Project code: ART022


Studying a language at university does not only entail developing communicative competencies up to an advanced level but should also contribute to the development of academic literacy (e.g. source-based writing) in the target language. Content and language integrated learning (CLIL) is a promising pedagogical approach for further developing academic literacy in tertiary education, for instance, German as an academic language in New Zealand. Teaching academic content using German in language acquisition courses as well as in content courses is expected to foster both the learning of academic content, and the development of academic literacy in German. However, the simple adoption of CLIL programs that have been successful elsewhere does not guarantee the same results.

This project investigates the development of academic literacy for UoA German courses using the CLIL approach. The study will focus on two cases: a stage 3 German language acquisition course project on documenting and analysing linguistic landscapes in a German and a New Zealand city, and a bilingual content course on German language teaching and learning pedagogy. The expected findings will conclude with some recommendations of measures to develop academic literacy and foster CLIL at university level in New Zealand.

Scholar’s Work: The work of the scholar in the first stage of the project will include searching through online databases for relevant literature on the research topic and reading these sources. The work will also include retrieving texts from the library and writing up a literature review on the topic. In the second stage the scholar will help to prepare the collected data for analysis. He/she will organise the data in an online database and will transcribe interview data, preferably using the transcription software F4. The scholar will also collaborate in transferring the collected data into a useable format using the software Excel. After the data preparation, the scholar will contribute to the data analysis. This includes coding the data using the analysis software MAXQDA. The scholar will be expected to contribute intellectually to the project, helping to identify relevant codes and categories, helping to guide the overall direction of the research.

Required Skills/Pre-requisites: The scholar must have a proficiency of German at the B1-B2 level of the Common European Framework of Competencies. The scholar must have an understanding of how library research is conducted, and how applied linguistic research is conducted. The scholar will preferably have basic skills in data transcription and qualitative data analysis. The scholar will preferably have a basic knowledge of Excel.

Timing/Weeks for Summer Scholarship:
25 Nov-29 Nov; 2-6 Dec; 9-13 Dec; 6-10 Jan; 13-17 Jan; 20-24 Jan; 28-31 Jan (short week, Auckland Anniversary 27 Jan); 3-7 Feb (short week, Waitangi Day 6 Feb); 10-14 Feb; 17-21 Feb.

Benefits to Scholar: The scholar will learn how to conduct research in applied linguistics/German as a foreign language. The scholar will receive guidance during the whole project in order to develop the research skills needed for PG study in this research field. This includes how to locate resources and obtain information from these, how to transcribe verbal data, how to prepare quantitative and qualitative data for analysis, and how to code data. The scholar will also have the opportunity to contribute intellectually to the project in having the opportunity to produce a co-authored write-up based on the data collected.

Expectations: I expect her/him to be reliable, diligent and committed. I expect the scholar to be able to work in teams and to communicate efficiently.The scholar must have a proficiency of German at the B1-B2 level of the Common European Framework of Competencies. The scholar must have an understanding of how library research is conducted, and how applied linguistic research is conducted. The scholar will preferably have basic skills in data transcription and qualitative data analysis. The scholar has basic knowledge of Excel.

Bilingual identity of Korean migrant youth in New Zealand


Dr Mi Yung Park


School of Cultures, Languages and Linguistics; Asian Studies

Project code: ART027


This project will explore the bilingual identity of Korean migrant youth in New Zealand as reflected in their language use, language attitudes, and language investment. It will focus on how Korean migrant youth, including university students, perceive their heritage language (HL) use and the value of bilingualism, and how they incorporate their languages and cultures into their sense of self.

While bilingualism and HL maintenance have been extensively studied in North American contexts, little is known about the position of migrant languages, such as Korean, and the language practices and identities of bilingual migrant youth in New Zealand. Moreover, the prior research has focused on parental beliefs about bilingualism and factors that impact HL maintenance. There is a lack of studies that highlight the perspectives of migrant youth, who may face particular identity-related challenges associated with their age, developmental stage, and position within the family. To fill this gap in the literature, this study investigates Korean migrant youth’s experiences of living bilingual and bicultural lives in New Zealand. It aims to deepen our understanding of migrant youth’s identity construction and to offer implications for bilingual and HL education.

Scholar’s Work: The Summer Scholar will support this project by:

  1. reviewing relevant literature;
  2. transcribing audio-recorded interviews; and
  3. summarizing the transcribed interview data. The Scholar will be guided in all aspects of the work. The Scholar will have the opportunity to observe and participate in the process of conducting a qualitative research project.

Required Skills/Pre-requisites: This research project requires a highly motivated student who is interested in language, identity, and migration research. The successful applicant will have:

  1. ability to communicate effectively in English;
  2. strong writing and analysis skills; 
  3. strong organizational skills. Conversational fluency in Korean and familiarity with Korean cultural norms are desirable but not required.

Timing/Weeks for Summer Scholarship: Dates are negotiable in consultation with the Summer Scholar.

Benefits to Scholar: The Summer Scholar will acquire valuable experience by participating in a qualitative research project involving bilingual migrant youth. The Scholar will be introduced to language and identity research of the kind expected of postgraduate students in the fields of Applied Linguistics and Asian Studies. In addition, the Scholar will improve his/her skills in writing literature reviews, and gain knowledge about the Korean migrant community in New Zealand and migrants’ experiences as bilingual and bicultural individuals in a diasporic context. Furthermore, the Scholar will learn to work independently and to manage a research project over time (10 weeks), while enjoying opportunities to work collaboratively with others.

Expectations: The Summer Scholar is expected to assist the project supervisor in carrying out the proposed study by contributing to the preparation of literature reviews and summaries of qualitative research data. Throughout this process, the scholar is expected to work collaboratively and independently in an individually supervised and supportive environment.

Understanding the -cia suffix in Polynesian languages


Associate Professor Jason Brown


CLL, Linguistics

Project code: ART029


Polynesian languages are a relatively under-researched topic in the world of linguistics. While several attempts have been made to analyse individual languages, there is much less cross-linguistic typological work. There are a few projects, however, which have focused on targeted linguistic features across the language family. This project will attempt to locate targeted data from all Polynesian languages and create a typological analysis of one morphological ending. This project will investigate the syntax of the -agia/-cia affix that is present across Polynesian languages. In some languages, it is well documented that this suffix is used to form passives, while in others, pinpointing the exact function of this suffix is difficult. In Tokelauan, for example, this suffix only appears in very specific syntactic contexts. This project aims to create a typology of how this suffix is used across all Polynesian languages, and attempt to form an analysis that covers the different ways it is used.

Scholar’s Work: The scholar will sort through language grammars, academic articles, and language books in order to find particular pieces of data around this specific linguistic feature. They will be expected to find the relevant data, document it in a logical format, and make preliminary generalisations about other features found in the languages (for example, generalisations about word order). While many Polynesian languages are well documented, others have very little material published on them. The scholar will be expected to do independent research to acquire data even from these under-documented languages. The data to be collected will be entered into a searchable database. It is anticipated that the scholar may contribute to the write-up of the results.

Required Skills/Pre-requisites: This project is open to individuals with some background in linguistics, who have some basic understanding of syntax and morphology. The scholar must have good research skills, be highly organised, and have the ability to sift through large documents in order to find relevant data. The student must also be able to reference in APA style.

Timing/Weeks for Summer Scholarship: Both supervisor and scholar will be co-located and based in Auckland. The work is flexible, and therefore times and dates can be negotiated. It is anticipated that work will begin 1 December. Aside from the university closure in December/January, co-location of scholar and supervisor will continue for the remaining weeks.

Benefits to Scholar: The scholar will benefit from this project in developing their research skills, their experience in data collection, and their experience in working with under-documented languages, with a resulting improved understanding of linguistic theory. The idea is that the scholar will develop a greater understanding of linguistic analysis, as well as learning how to present data in a fashion compatible with further linguistic research. This work can be a springboard onto further postgraduate linguistic work and provides the scholar with a solid foundation in syntax and morphology. Working with local Pacific languages (and Polynesian languages, in particular) often attracts talented students to do postgraduate work.

Expectations: A keen interest in the project, and a commitment to see it through.

Language ideologies of the Indigenous languages in Taiwan


Dr Karen Huang


School of Cultures, Languages and Linguistics, Asian Studies/Chinese

Project code: ART031


The indigenous people of Taiwan consist of only 2% of the population in Taiwan. After several decades of Mandarin-only policy, all the 16 Indigenous Austronesian languages are considered endangered. In the last thirty years, with the rise of localisation and democratisation, the Taiwanese government initiated a series of language policy and planning to revitalise the Indigenous languages.

This project investigates the current language ideologies of the Indigenous languages and how the language policy and planning have impacted the language ideologies towards the indigenous languages in the revitalisation context. Specifically, In addition to the Indigenous people’s viewpoint, I am also interested in the language ideologies from the majority language speakers as languages exist in a complex ecological system rather than in a vacuum. By examining the language ideological debates and data from interviews, this project captures the current status of the language ideologies of the indigenous languages in Taiwan and hope to inform future language revitalisation efforts.

Scholar’s Work: The ideal summer scholar is expected to conduct work in: General Literature review: Collect and write up summaries for important literature on general language policy and planning on minority languages and literature on language ideologies for Indigenous languages worldwide; Taiwan-specific literature review: Collect the literature and news events of language planning and policy for Indigenous Languages in Taiwan. Identify and analyse the significant language ideological debates; If the summer scholar has a good command of Chinese, I will also ask him/her to collect the data and literature written in Chinese. That includes going through newspapers, commentaries, research articles, as well as online discussions.

Required Skills/Pre-requisites: Good academic writing ability and analytical skills; Training in Linguistics, Asian Studies or Maori Studies; Knowledge of Chinese is preferable but not required.

Timing/Weeks for Summer Scholarship:
22 November 2021 ~ 24 December 2021 (5 weeks)
17 January 2022 ~ 18 February 2022 (5 weeks).

Benefits to Scholar: The benefits to Scholar are two folds: First, this would be an excellent opportunity for the scholar to get familiar with the literature in language policy and planning and develop their interests in investigating language revitalisation in any indigenous languages in the world. By reviewing their summaries and discussing important issues related to the subject, I hope to encourage students to research indigenous language revitalisation. Secondly, for a student who is interested in Chinese/Asian studies, this would be an excellent opportunity to learn more about the socio-cultural context in Taiwan and its contemporary issues. By examining the literature, I will also discuss the socio-political context with the student. I hope this project will help them better understand the research area and inspire them to undertake PG study to study the areal linguistic projects.

Expectations: I hope the summer scholar would be someone who is passionate about language revitalisation and Indigenous People’s rights. I do not expect the summer scholar to have a theoretical background and training in language policy and planning, or anthropological linguistics, but I hope the student finds the issues essential and actively contributes to the projects. I expect the student to generate summaries and discuss the findings and implications with me regularly.

How is Covid19 vaccination a problem? A study of anti-vaccine discourse in New Zealand.


Dr. Bingjuan Xiong


CLL, Communication

Project code: ART035


Vaccination has been a contentious topic in public discourses since its first introduction in the 19th century, with different social groups articulating competing interpretations of what vaccination is about and its impacts on societies. In the Covid-19 New Zealand context, the anti-vaccination rhetoric (often suffused with misinformation and conspiracy theories) has been rising and amplified through social media networks.

This project examines the anti-vaccine views expressed by New Zealand print media and social media platforms to understand how Covid-19 vaccine is communicatively constructed as a “problem”. Drawing on a grounded theory approach to the study of communication as a practice – namely, Action-Implicative Discourse Analysis, this research investigates how “anti-vaxxers” frame vaccine as a problem from their own perspective; what communicative strategies are utilized to address and understand the problem; and what normative ideals are espoused in their discourses about vaccination. The analysis in this project is carried out at three levels with the first level concerning problem-definition, the second level examining communicative strategies for addressing the problem of vaccination, and the third level reconstructing the situated ideal about acting in anti-vaccine discourses. Findings from this research can be a valuable source of input for designing proactive and effective communication messages to reach out to anti-vaxxers and people who are vaccine hesitant.

Scholar’s Work: Create a database of anti-vaccine discourses in New Zealand by searching for anti-vaccine articles and posts from print media achieves and social media platforms. Assist with preliminary data analysis.

Required Skills/Pre-requisites: Interested in studying communication from a discourse approach; interested in anti-vaccine discourse in New Zealand, and ideally have some experience in discourse analysis and in creating discourse databases for communication research.

Timing/Weeks for Summer Scholarship: Both supervisor and scholar will be co-located and based in Auckland. An early start for the summer scholar (e.g., end of November) would be ideal, but I am happy to work out a suitable time frame with the right candidate.

Benefits to Scholar: Involvement in an original research project from the beginning, developing skills for data collection and data categorization; enhancing analytical skills and knowledge in communication research which could be transferred to their graduate research projects.

Expectations: I expect the summer scholar to have a general interest in the study of communication, particularly focusing on communicating problems to the public. I also expect the scholar to be comfortable with working under deadlines and be independent in pacing their own work.

La cultura ci salvera’”: The turn to culture in COVID-19 Italy


Prof Bernadette Luciano



Project code: ART037


This project takes as its point of departure the slogan that proliferated soon after the first Covid-19 lockdown in Italy: “culture will save us” and the role culture played in the maintenance of community during that period, from music shared on balconies, to the activation of platforms to provide access to museums and films, to the revival of canonical texts as models for explaining and dealing with pandemics in virtual classrooms. It also looks explicitly at the language used in proliferating messages about the importance of turning to culture to ‘save’ us and how this contributed both to a reinforcement of traditional notions of Italian identity and to an acknowledgement of Italian diversity.

Required Skills/Pre-requisites: Some understanding of Italian language is desirable but not required.

Timing/Weeks for Summer Scholarship: These are to be determined from list of available dates once Scholar has been assigned. I am available throughout that period.

Benefits to Scholar: I will provide the Scholar with the necessary resources to undertake the research and meet with them on a regular schedule. Depending on the Scholar’s background and previous knowledge, I will set clear expectations and guidelines for the Scholar and set milestones for them to reach during the course of the project. The milestones will be scaffolded and will require the development of specific skills: from reading, watching and summarizing, to critical analysis and independent and creative thinking. While the project itself is defined and has clear outcomes, my goal would be to work toward fostering independence in the Scholar and for them to be able to take ownership of their work, to feel a sense of pride and achievement at the end of the programme, and to value their contribution to a larger scholarly project. This process would lead to an understanding of the challenges and ultimate satisfaction of a post-graduate journey.