Te Wharekura o Rakaumangamanga

The Development of an Indigenous Language Immersion School

Dados Bibliográficos

ID5770463
AutoresBarbara Harrison (0000-0001-6604-3626, University of Waikato, autor correspondente)
Ano1998
Volume22
Fascículo2-4
Páginas297-316
Data de publicação1998-04-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoBilingual Research Journal (JOURNAL)
Identificadores do periódicoISSN: 1523-5882 • E-ISSN: 1523-5890
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.1998.10162727
OpenAlexW2053110583
IdiomaEN
Citações recebidas4
Referências citadas8

In the early 1980s, the Maori people of New Zealand began a dynamic language revitalization movement. The establishment of Maori immersion programs in state funded schools constituted one major aspect of the movement. This article describes the development of the Maori language immersion program in one New Zealand school for children ages 5 to 17. In 1985, the first immersion classroom of 5-year-olds was established. Immersion classrooms were added year by year as the first class of children progressed through primary school, junior high, and high school. The first class completed the final year of high school in 1997, and students entered polytechnics or university programs in 1998. The article briefly summarizes the historical background, cultural context, and program of the school. Indicators of school performance, including student achievement on national examinations, are considered. The findings are examined in terms of a selection of the research and theoretical literature. This case study has implications for researchers and educators who are working in indigenous language schooling and for those who are interested in theoretical explanations relating to the success or failure of minority students in school

Bilingual education · French immersion · Indigenous language · Native-language instruction · Education Systems and Policy · EFL/ESL Teaching and Learning · Multilingual Education and Policy