The pedagogical practices of Māori partial immersion bilingual programmes in Aotearoa/New Zealand

ABSTRACT

Level 2 Māori medium programmes with 51–80% Māori language instruction make an important contribution to developing Māori language skills and lifting Māori student achievement, yet these programmes are largely hidden from discussions about Māori education attainment. Offering lower levels of Māori immersion than kura kaupapa Māori and being predominantly situated within English medium schools, these programmes give families opportunities to access a unique form of education which unlike high immersion kura kaupapa Māori, maintain significant levels of English language instruction. However, Level 2 programmes suffer from poor support and resourcing, including sourcing teachers highly fluent in the Māori language and knowledgeable in bilingual education approaches. This article, which discusses the pedagogical practices of teachers in 44 New Zealand programmes, found that schools have developed a wide range of bilingual approaches to satisfy their unique situations, and demonstrate high commitment to providing an important education to communities. Despite this, historical assimilationist policies continue to impact schools’ ability to form cohesive programmes that produce highly proficient bilingual students. Schools require more support, particularly to lift teachers’ Māori language fluency and knowledge of bilingual education theory and practice.

KEYWORDS:

• Māori
• bilingual
• Māori medium
• pedagogy
• biliteracy
• partial immersion

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Richard Hill

Richard Hill is a Senior Lecturer in Initial Teacher Education at the University of Waikato in Aotearoa/New Zealand. He researches themes around achieving biliteracy in Maori bilingual education settings, and transitioning between Maori medium and English medium schools.