Living and learning in New Zealand : perceptions of Bhutanese students, parents and teachers of their learning progress : a thesis submitted for the degree of Master of Arts in Second Language Teaching at Massey University, Palmerston North, New Zealand
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Date
2015
DOI
Open Access Location
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Massey University
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Abstract
This study investigates twelve Bhutanese second language students’ perceptions of their
learning. The research locale is a Year 7-13 New Zealand school. Qualitative grounded
theory research methods are used. Methodology consists of semi-structured interviews
and focus groups with students, their parents’ and teachers’. Questions sought details of
the students’ aspirations and expectations, barriers and facilitating experiences affecting
their learning, with parents and teachers perceptions of the same.
Relevant findings reveal that the students have a very strong first-culture family and
community web of support, to supports their personal investment in the maintenance of a
multicultural identity, and upholds their involvement in L2 education. Student L2 learning
progress is marked with time challenges, cognitive and articulation issues, decisionmaking
about friendship, and concerns to establish a sense of legitimacy within the school
population. Though supportive and affirming of their children’s learning, parents’ efficacy
with student education is limited by second-language literacy and inexperience with New
Zealand educational systems and practices. The study also shows wide differences of
perception between English for Speakers of Other Languages (ESOL) staff and
mainstream staff about second-language background and learning needs. Mainstream
staff show a lack of opportunity, and sometimes will, to engage in professional
development about Bhutanese second language needs, in spite of some personal
appreciation for the participants. Government funding is provided to support secondlanguage
learning, professional development, guidelines and research in schools, but
there are no effective structures to monitor their use. The study concludes with
implications for participants, their families, ESOL and mainstream staff, for further
diversity in the New Zealand educational system.
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Keywords
Bhutanese students, New Zealand, English language learning, Second language learning, Secondary schools, New Zealand, English for Speakers of Other Languages (ESOL)