Browsing by Author "Martin R"

Now showing 1 - 5 of 5
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    A better start to literacy for bilingual children in New Zealand: Findings from an exploratory case study in te reo Māori and English
    (Taylor and Francis Group, 2024-04-09) Denston A; Martin R; Gillon G; Everatt J
    This article details findings from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary programme with children educated in a bilingual immersion context of English and te reo Māori (Māori language) in Aotearoa New Zealand. The current paper discusses changes in the development of early literacy skills in English and te reo Māori in two groups of children aged from 5 years 0 months to 7 years 5 months. Twenty-six children from two bilingual classrooms in a rural school participated in a programme implemented by teachers over 15 weeks. The programme included explicit instruction in phonological awareness and vocabulary. One classroom was from Level 1 te reo Māori immersion, and one was from Level 3 te reo Māori/English. Results were analysed at cohort and class levels. Analyses indicated that both groups of children significantly improved in phonological awareness skills, non-word reading, and expressive vocabulary. Correlational analyses indicated that growth in te reo Māori skills was positively associated with growth in English skills. These findings suggest that further investigation into how the explicit teaching of te reo Māori can benefit the development of phonological awareness and print-related skills in English.
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    Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing
    (Springer Nature, 17/08/2022) Denston A; Martin R; Fickel LH; O'Toole V
    International data provide evidence of the strong association between socio-emotional learning and wellbeing in students. However, while socio-emotional learning programmes are generally viewed as effective in developing socio-emotional capacities in students, culture is rarely considered within frameworks underpinning such programmes. In Aotearoa New Zealand, the high variability found in schools relating to approaches to develop wellbeing likely reflects universalistic conceptualisations of wellbeing and the low consideration for culture and language in socio-emotional learning. This indicates the need to develop a framework for socio-emotional learning that reflects the context of Aotearoa New Zealand. In the current article, we explore the socio-emotional understandings of teachers, and families and Māori whānau through wānanga and intentional noticing within a design-based research methodology to inform the development of a co-constructed framework for socio-emotional learning. Crucial to socio-emotional learning were the relationships between students, teachers, families and Māori whānau across the learning pathway. Relationships were viewed as being underpinned by communication skills and holding understandings of emotions and emotional states. Overall, culture, language, and identity were viewed by as fundamental to wellbeing and should be at the fore of frameworks for socio-emotional learning, which should be localised within Indigenous understandings of wellbeing.
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    Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study
    (Cambridge University Press, 14/12/2022) Denston A; Martin R; Taite-Pitama M; Green A; Gough R; Gillon G
    In this article we discuss teachers’ perceptions and experiences of a collaborative case study to adapt a literacy approach originally designed for an Aotearoa New Zealand English-medium context. The approach was adapted to meet the needs of learners in a school offering differing levels of bilingual education. Our collaboration included a facilitating researcher, supported by two researchers at a University (of Ngāi Tahu, Kati Mamoe, and Waitaha descent) and two classroom teachers of Māori descent from a small rural Māori community in Aotearoa New Zealand. We report findings from qualitative data collected from the two classroom teachers as part of the research process, analysed using a wānanga approach. Findings suggested that developing a linguistically and culturally responsive literacy approach to foster emergent bilingual language development required Kaupapa Māori approaches. These included ako (acknowledging the experiences and knowledge of the teacher and learner within shared learning experiences), the development of trust and quality relationships between the teachers and the facilitating researcher, and the ability of teachers to be agentic when implementing the approach. Teachers viewed responsiveness to culture and language as integral to developing an emergent bilingual literacy approach for children, which underpinned connections between teachers, children, and families.
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    Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand
    (Elsevier Ltd, 2022) Denston A; Martin R; Fickel L; O'Toole V
    Teachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally and linguistically sustaining framework for social-emotional wellbeing. Findings suggested that creating a framework requires being informed by indigenous models of wellbeing. Results suggest that developing such a framework requires teachers to develop understandings of their own social-emotional competencies, as well as their students.