From Literacy in Ma-ori to Biliteracy in Ma-ori and English: A Community and School Transition Programme  

Oleh:

Glynn, Ted ; Berryman, Mere ; Loader, Kura ; Cavanagh, Tom

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 8 no. 5 (2005), page 433-454.
Topik: Ma¯ori-medium education; transition to secondary school; home-school programmes; reading; writing; sociocultural approach
Fulltext: Vol. 8, No. 5, 2005,433 — 454.pdf (165.81KB)

Isi artikel

Teachers and community in a small rural Ma¯ori-medium school in New Zealand were concerned that their students who were highly literate in Ma¯ori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 students. Specific tutoring procedures were implemented to assist students with their English reading, while a structured written brainstorm procedure, together with a responsive written feedback procedure, was implemented to assist with their English writing. Data demonstrate that students from all three year groups (Years 6
8) made marked gains in both reading and writing in English, and that these gains were not made at the expense of reading and writing in Ma¯ori. After 10 weeks in the programme students were able to read English at age-appropriate levels. The programme engaged the school and community in ways that affirmed cultural values and practices, and has since been incorporated into the school’s regular pedagogical practice.

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