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dc.contributor.authorBerryman, Mere
dc.contributor.authorWoller, Paul Robert
dc.contributor.authorMcDonald, Riria
dc.date.accessioned2013-06-20T04:27:05Z
dc.date.available2013-06-20T04:27:05Z
dc.date.issued2012
dc.identifier.citationBerryman, M., Woller, P. & McDonald, R. (2012). Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language. Waikato Journal of Education, 17(2), 79-90.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/7733
dc.description.abstractLearning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.rights© 2012 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectbilingual learnersen_NZ
dc.subjectMāori medium educationen_NZ
dc.subjectphonological awarenessen_NZ
dc.subjectsecond language learnersen_NZ
dc.titleResponsive socio-cultural contexts: Supporting five year olds to become literate in a second language.en_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.15663/wje.v17i2.17
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page79en_NZ
pubs.elements-id38310
pubs.end-page90en_NZ
pubs.issue2en_NZ
pubs.volume17en_NZ


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