A better start to literacy for bilingual children in New Zealand: Findings from an exploratory case study in te reo Māori and English

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dc.citation.volumeLatest articles
dc.contributor.authorDenston A
dc.contributor.authorMartin R
dc.contributor.authorGillon G
dc.contributor.authorEveratt J
dc.date.accessioned2024-04-24T01:37:53Z
dc.date.accessioned2024-07-25T06:35:41Z
dc.date.available2024-04-09
dc.date.available2024-04-24T01:37:53Z
dc.date.available2024-07-25T06:35:41Z
dc.date.issued2024-04-09
dc.description.abstractThis 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.
dc.description.confidentialfalse
dc.edition.edition2024
dc.format.pagination1-14
dc.identifier.citationDenston A, Martin R, Gillon G, Everatt J. (2024). A better start to literacy for bilingual children in New Zealand: Findings from an exploratory case study in te reo Māori and English. International Journal of Bilingual Education and Bilingualism. Latest articles. (pp. 1-14).
dc.identifier.doi10.1080/13670050.2024.2338102
dc.identifier.eissn1747-7522
dc.identifier.elements-typejournal-article
dc.identifier.issn1367-0050
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/70508
dc.languageEnglish
dc.publisherTaylor and Francis Group
dc.relation.isPartOfInternational Journal of Bilingual Education and Bilingualism
dc.rights(c) 2024 The Author/s
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectBilingual Education
dc.subjectIndigenous Language
dc.subjectMinority Language
dc.subjectTe Reo Māori
dc.titleA better start to literacy for bilingual children in New Zealand: Findings from an exploratory case study in te reo Māori and English
dc.typeJournal article
pubs.elements-id488348
pubs.organisational-groupOther
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