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Māori Children’s Biliteracy Experiences Moving from a Kōhanga Reo Setting to a Kura Kaupapa Māori, Bilingual, and Mainstream Education Setting: An Exploratory Study

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Abstract

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.

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Authors and Affiliations

  1. Institute of Education, Massey University, Tennent Dr, Palmerston North, 4474, New Zealand

    Sarika Rona

  2. Faculty of Education, University of Waikato, Gate 5 Hillcrest Road, Hamilton, 3216, New Zealand

    Claire J. McLachlan

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  1. Sarika Rona
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  2. Claire J. McLachlan
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Correspondence to Claire J. McLachlan.

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Rona, S., McLachlan, C.J. Māori Children’s Biliteracy Experiences Moving from a Kōhanga Reo Setting to a Kura Kaupapa Māori, Bilingual, and Mainstream Education Setting: An Exploratory Study. NZ J Educ Stud 53, 65–82 (2018). https://doi.org/10.1007/s40841-018-0107-6

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