Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Kay-Lee; Fickel, Letitia; King, Jeanette; Torepe, Toni; Fletcher, Jo; MacFarline, Sonja |
|---|---|
| Titel | Kaiako and Stakeholders' Perceptions about Maori Partial-Immersion Environments' Contribution to Maori-Medium Education |
| Quelle | In: set: Research Information for Teachers, (2021) 1, S.3-11 (9 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0110-6376 |
| Schlagwörter | Malayo Polynesian Languages; Pacific Islanders; Foreign Countries; Immersion Programs; Language of Instruction; Program Effectiveness; Culturally Relevant Education; Indigenous Knowledge; Family School Relationship; Values; Teaching Methods; Cultural Influences; New Zealand |
| Abstract | The contributions partial-immersion Maori programmes offer to the wider educational landscape of Aotearoa is essential to Maori achieving as Maori. In this article, partial-immersion settings are defined as Level 2 immersion (51%-- 80% te reo Maori instruction) and Level 3 immersion (31%--50% te reo Maori instruction). While lower levels of immersion can be less effective for language acquisition than full-immersion Maori environments (May et al., 2004), this study finds that partial-immersion programmes are perceived to produce beneficial outcomes in terms of ahurea tuakiri and culturally empowering practice. (As Provided). |
| Anmerkungen | New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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