Dramatically increased population flows since at least the 1980s, primarily through economic migration and refugee resettlement, have brought considerable ethnic and linguistic diversity to classrooms around the world. This diversity has been amplified by the rising recognition of in-country indigenous and minority languages. In such plurilingual learning environments, teachers require sophisticated language education skills. They need to be able to teach the dominant language/s across the curriculum, support plurilingual learners, and often teach foreign or additional languages. One conceptual lens through which to analyse the presence of these competencies in current teacher education policy is that of language awareness. While this term originally referred to the raising of student awareness of features and functions of language, it now incorporates knowledge about flexible languaging practices. Through a comparative analysis of the two key teacher education policy documents in Norway and New Zealand, we have investigated how the concept of teacher language awareness is incorporated in high-level policy documents pertaining to ITE in these two countries and how these converge and diverge in their treatment of language awareness. Our in-depth comparison of these important educational policies urges both jurisdictions, as well as others, to be aware of local particularities and broader patterns in meeting the needs of teachers to be plurilingually aware and equipped for 21st-century classrooms.

This article examines the Northern Subject Rule in the Irish diaspora, studying letters from two generations of an Ulster emigrant family in 19th-century New Zealand. The study shows that the concord pattern frequently used by the parent generation almost completely disappeared in the language of their New Zealand-born children. The results suggest that the children skipped the stage of “extreme variability” that is claimed to be characteristic of the language of the first colony-born immigrants in the new-dialect formation framework (Trudgill 2004). This study aims to contribute to work on early New Zealand English grammar (e.g. Hundt 2012, 2015a, 2015b; Hundt and Szmrecsanyi 2012) and it adds new insights into the formation of New Zealand English. It, furthermore, contributes to research on dialect contact between Irish English and other colonial varieties of English as well as new-dialect formation.

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Present-day New Zealand English is a relatively homogenous, uniform variety with little regional variation (Gordon and Trudgill 2004: 448), but just over 150 years ago, various different English dialects could be heard in Aotearoa – the land of the long white cloud. One of them was Irish English. The present chapter follows three Irish emigrants on their journey to New Zealand and looks at how their language changed over the span of several decades by looking at the letters they wrote to keep in touch with their families. Some of these letters show Māori loan words, or Australian/New Zealand colloquialisms, while other letters also indicate some morphosyntactic variation over the years. This small-scale study therefore contributes to investigations looking at individuals’ language change in the rise of colonial varieties of English, and it can provide evidence for theoretical frameworks of new-dialect formation (e.g. Trudgill 2004; Schneider 2003, 2007).

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