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Abstract
This text contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori immersion school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.
Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective.
Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Contents | v | ||
| Notes on the Contributors | vii | ||
| Introduction | 1 | ||
| Chapter 1 Languages in New Zealand: Population, Politics and Policy | 8 | ||
| Chapter 2 A Community Elder’s Role in Improving Reading and Writing for Mäori Students | 36 | ||
| Chapter 3 Reciprocal Language Learning for Mäori Students and Parents | 59 | ||
| Chapter 4 Samoan Children’s Bilingual Language and Literacy Development | 80 | ||
| Chapter 5 A Five-Year-Old Samoan Boy Interacts with his Teacher in a New Zealand Classroom | 108 | ||
| Chapter 6 Students from Diverse Language Backgrounds in the Primary Classroom | 136 | ||
| Chapter 7 Private Speech in the Primary Classroom: Jack, A Korean Learner | 166 | ||
| Chapter 8 The Construction of Learning Contexts for Deaf Bilingual Learners | 194 | ||
| Chapter 9 Community Language Teacher Education Needs in New Zealand | 225 | ||
| Chapter 10 Students as Fact Gatherers in Language-in-Education Planning | 247 | ||
| Chapter 11 Responding to Language Diversity: A Way Forward for New Zealand Education | 273 | ||
| Glossary of Terms Used in This Book | 282 | ||
| Index | 284 |