Massey Documents by Type

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    An exploratory study : Māori children's bi/literacy experiences moving from a kōhanga reo setting to a kura kaupapa Māori, bilingual, and mainstream education setting : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education in Education Psychology at Massey University, Manawatu, New Zealand
    (Massey University, 2015) Rona, Sarika
    This research explored the bi/literacy experiences of three kōhanga reo children as they start school in one of the three school settings: kura kaupapa Māori, bilingual unit, and mainstream. A Kaupapa Māori approach underpinned this research and guided the case study methodology employed. Parents and teachers are interviewed to gain insight into the aspirations and expectations of their child’s literacy development. The children’s literacy experiences were observed in the school classroom upon school entry. The findings of each case study is discussed and analysed separately and then synthesised and critiqued Key findings include the importance of home literacy support, relationship building, building on prior literacy experiences and knowledge, and quality language instruction in supporting biliteracy development. The study highlights the obligation for further understanding of biliteracy learning in New Zealand schools by teachers and parents, the need for more bilingual teachers, the urgency for further development of assessment tools appropriate for bilingual children, and the demand for quality resources that support literacy development in all school settings, kōhanga reo, and the home.
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    Mapping resilience : the influence of race, class and gender : a thesis presented in partial fulfilment for the degree of Master of Education (Adult Education) at Massey University
    (Massey University, 2002) Lee, Geoffrey Allan
    This study focuses on the interpretations of resilience by a number of adult learners in a bilingual teaching programme. The adult learners were enrolled in a College of Education programme and were in their second or third year of training. The relationship of resilience with race, class and gender was explored. The theoretical tradition of resilience is rooted in research that examines the way that children and adolescents survive in the face of sometimes, severe adversity. Resilience is infrequently used to describe the way that adults cope with challenging or unexpected life events. Less well explored, is the way in which adults themselves interpret resilience processes and consequently negotiate risks and have good outcomes. This inquiry, designed as a qualitative case study of six participants in a bilingual teaching class and informed by a social constructivist/critical theory perspective, was guided by the following research question: How do race, class and gender impact upon the individual's resiliency? The case study records include in-depth interviews, documentation records and informal conversation. The study found that a number of factors impacted upon the individuals' resiliency. However, these factors could be said to be present among all of the population. Individual differences are just as likely to be present in the study of resilience as in any other sociological study. Specific factors included the impact of whānau, the strength the case study participants drew from their children, the assertiveness developed from 'classism' seen to be present within New Zealand society, the finding of one's heritage, the development of Kōhanga and the need to provide a service for others. How society uses power (power over, or power with) was seen as an important societal factor in the development of resilience.
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    Bilingualism and bilingual education : their scope, advantages, disadvantages and the implications for Maori learners : a thesis presented in partial fulfilment for the Master of Educational Administration (M. Ed. Admin.) degree at Massey University
    (Massey University, 1993) Ohia, Monte
    The thesis examines bilingualism and bilingual education both overseas and in Aotearoa/New Zealand. A Maori total immersion unit in a Wellington city primary school and a secondary bilingual unit in the same city are utilised as case studies to uncover, in more detail, the issues facing bilingual education in this country. International literature, which has particular relevance to Aotearoa/New Zealand, is identified and analysed, and one becomes aware of the variety of models of bilingual education and the numerous forms of bilingualism throughout the world which are duplicated here. It is also interesting to note that although there are similarities in the goals and objectives of bilingual education, the ways in which different schools deliver the objectives may differ. For example, the amount of time teachers spend speaking the second language of the students, which is invariably the main target language, may differ markedly for various bilingual programmes. The thesis also explores the history of bilingual education in Aotearoa/New Zealand since the establishment of the first Mission school in 1816. Emphasis is placed on examining the relationships between the Maori and English languages as media for the teaching of Maori children. The rationales for the establishment of bilingual education models in this country are also identified and discussed in relation to the programmes. There is also examination of the perceived advantages and disadvantages of bilingual education. Criteria are identified against which the success or otherwise of bilingual education is measured. The judgements invariably depend on the priorities one places on the different criteria. The detailed focus on the case studies, and intermittent comparisons with other similar models, provide the reader with insights into the issues faced by bilingual education models in Aotearoa/New Zealand.
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    Bilingual literacy and academic success among Samoan born students in a New Zealand secondary school : a thesis presented in partial fulfilment of the requirements for the degree of Masterate in Education at Massey University
    (Massey University, 1995) Brown, Gavin T L
    This thesis is a study of bilingual students' literacy abilities and practices in a secondary school setting. Informed by Jim Cummins' writings on bilingual students' achievement in schools and by J. W. Oller's theories on language measurement, this project addresses the nature of First language reading behaviour of Samoan bilingual students in English immersion education in New Zealand. In addition, the Cummins' (Cummins, et. al. 1984) hypothesis that age 12 is the optimal age to transfer language of education and country is tested. Research took place with Samoan born students (n=29) enrolled at the researcher's place of employment. The reading ability of students in Samoan and in English is tested through exact word scoring of a 7th word mechanical deletion cloze task, using a translated narrative text at the 12 year reading age. School records of academic achievement from the half year point are included for comparison with literacy achievement. These data were analysed with demographic details obtained from a student questionnaire. The questionnaire also provided descriptions of student reading behaviour in Samoan. Similar data is obtained from a group of NZ born Samoans (n=20) for comparison and referencing. Reading behaviour of these students gives a high importance for Samoan language reading, yet little actual time is spent reading in that language. Both groups of students on average performed better on English cloze tests than Samoan. The NZ born students read better in English and worse in Samoan than their immigrant counterparts. The tested hypothesis is only partially supported by the research findings. Predictions of CALP (reading) ability generated by Cummins' hypothesis are seen to a significant level,. However, none of the variables used correlated with academic achievement. Furthermore, in contrast to Cummins' predictions, a strong inverse correlation between length of residence and reading ability in the two languages is found. In other words, the longer Samoan born students are in one of the countries the better their ability in the language of that country and the weaker their ability in the other language. No such significant correlations were found among NZ born students. Alternate theoretical explanations for the results are offered using concepts from the fields of sociology of education and socio-historic psychology. Appendices include test materials, questionnaire and interview forms. A bibliography of over 380 references is included.
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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.