This research explored the biliteracy experiences of three kōhanga reo children as they started school in one of three school settings: a bilingual unit, a mainstream classroom, and kura kaupapa Māori. A Kaupapa Māori approach underpinned this research and guided the case study methodology employed. The children’s literacy experiences were observed on school entry and parents and teachers from each setting were interviewed regarding their aspirations for children and approaches to literacy. Key findings include the importance of effective teaching strategies, relationship building, the classroom environment, the reading programme employed, and approaches to assessment. The study highlights the importance of teachers who have culturally responsive pedagogies and can adapt pedagogies to meet the literacy learning needs of kōhanga reo children as they transition to school. It also highlights the need for further understanding of biliteracy learning in Aotearoa New Zealand schools, and the importance of assessment tools appropriate for bilingual children.
New Zealand Journal of Educational Studies – Springer Journals
Published: Apr 18, 2018
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