Volume: 8  Number: 5  Page: 433–454

From Literacy in Māori to Biliteracy in Māori and English: A Community and School Transition Programme

Ted Glynn1, Mere Berryman2, Kura Loader3 and Tom Cavanagh4 1Department of Human Development, University of Waikato, Hamilton, New Zealand, 2Poutama Pounamu Education Research Centre, New Zealand Ministry of Education (Group Special Education), Tauranga, New Zealand, 3Te Kura kaupapa Māori o Waioweka, Opotiki, New Zealand and 4University of Waikato, Hamilton, New Zealand

Teachers and community in a small rural Māori-medium school in New Zealand were concerned that their students who were highly literate in Māori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 students. Specific tutoring procedures were implemented to assist students with their English reading, while a structured written brainstorm procedure, together with a responsive written feedback procedure, was implemented to assist with their English writing. Data demonstrate that students from all three year groups (Years 6–8) made marked gains in both reading and writing in English, and that these gains were not made at the expense of reading and writing in Māori. After 10 weeks in the programme students were able to read English at age-appropriate levels. The programme engaged the school and community in ways that affirmed cultural values and practices, and has since been incorporated into the school's regular pedagogical practice.

Keywords: Māori-medium education, transition to secondary school, home-school programmes, reading, writing, sociocultural approach

© 2005 T. Glynn et al.

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