Teacher-Researchers Promoting Cultural Learning in an Intercultural Kindergarten in "Aotearoa" New Zealand

Autor/inn/en	Cullen, Joy L.; Haworth, Penelope Anne; Simmons, Heather; Schimanski, Liz; McGarva, Pam; Kennedy, Eileen
Titel	Teacher-Researchers Promoting Cultural Learning in an Intercultural Kindergarten in "Aotearoa" New Zealand
Quelle	In: Language, Culture and Curriculum, 22 (2009) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
Schlagwörter	Language Maintenance; Action Research; Early Childhood Education; Bilingual Education; Cultural Awareness; Foreign Countries; Kindergarten; Literacy; Malayo Polynesian Languages; Researchers; Teaching Methods; Immersion Programs; Sociocultural Patterns; Outcomes of Education; Cultural Pluralism; Second Language Learning; English (Second Language); Second Language Instruction; Program Descriptions; New Zealand + Suchen Sie Ihr Suchwort? Sprachpflege; Projektforschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Cultural identity; Kulturelle Identität; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Soziokulturelle Theorie; Lernleistung; Schulerfolg; Kulturpluralismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Neuseeland
Abstract	This article discusses six teaching strategies identified by teacher-researchers as supporting their goal to improve learning and teaching for all children in the intercultural setting of a kindergarten in "Aotearoa" New Zealand. As a Centre of Innovation, the kindergarten received government funding for a 3-year action research project focused on the participation of Samoan children, who also attended a nearby Samoan language immersion early childhood setting. The programme was guided by two perspectives: the sociocultural philosophy that underpins the early childhood curriculum, and an additive approach to bilingual education that provides support for first-language maintenance as well as building English language competence. The six strategies are illustrated with data extracts focused on language and literacy learning and discussed with reference to the sociocultural concepts of co-construction and cultural tools. It is proposed that a core strategy "Teachers help children to revisit their learning experiences" sustains children's engagement in learning, in conjunction with several mediators: interactions with peers and teachers, as well as cultural, community and centre resources. The findings suggest that children actively engage in knowledge creation through these mediators and that cultural learning outcomes occur for both children and adults. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10