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.
Mục lục
Notes on the Contributors
Roger Barnard: Introduction
1. Roger Peddie: Languages in New Zealand: Population, Politics and Policy
2. Ted Glynn and Mere Berryman: A Community Elder’s Role in Improving Reading and Writing for Maori Students
3. Mere Berryman and Ted Glynn: Reciprocal Language Learning for Maori Students and Parents
4. John Mc Caffery and Patisepa Tuafuti, in association with Shirley Maihi, Lesley Elia, Nora Ioapo and Saili Aukuso: Samoan Children’s Bilingual Language and Literacy Development
5. Elaine W. Vine: A Five-Year-Old Samoan Boy Interacts with his Teacher in a New Zealand Classroom
6. Penny Haworth: Students from Diverse Language Backgrounds in the Primary Classroom
7. Roger Barnard: Private Speech in the Primary Classroom: Jack, A Korean Learner
8. Rachel Locker Mc Kee and Yael Biederman: The Construction of Learning Contexts for Deaf Bilingual Learners
9. Nikhat Shameem: Community Language Teacher Education Needs in New Zealand
10. Donna Starks and Gary Barkhuizen: Students as Fact Gatherers in Language-in-Education Planning
11. Ted Glynn: Responding to Language Diversity: A Way Forward for New Zealand Education
Glossary of Terms Used in this Book
Index
Giới thiệu về tác giả
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.Thêm sách điện tử từ cùng một tác giả / Biên tập viên
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