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E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori

Learning Languages is a new area in the 2007 New Zealand Curriculum. However there have not been many studies in this subject. Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted. The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori. This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews. Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an additional international language, and Kaupapa Māori. The narrative data was transcribed, coded and categorised into four themes related to the research questions. The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning. These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.
Type of thesis
Flavell, W. (2012). E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/6471
University of Waikato
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