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By Roger Barnard, Ted Glynn

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Extra info for Bilingual Children's Language and Literacy Development: New Zealand Case Studies (Child Language and Child Development, 4)

Example text

Then (it appears) politics and possibly other unseen influences began to operate. While Waite did have an Advisory Group drawn from a number of Ministries, and one must assume that this group was broadly in favour of what he proposed, this first version was not accepted by government. Waite was instead asked to reformulate the document, a first and then a second time (the latter with the help of a professional writer). When the final version appeared, it was in the form of a ‘Discussion Document’ (Waite, 1992), and no formal recommendations – reportedly an important part of the original version – were included.

Ironically, in no interviews did SLLP principals or teachers argue for a rethinking of pre- or in-service teacher education, so that primary-trained teachers could enter schools with a specialism in a language other than English. The SLLP was a significant initiative in the area of primary sector languages. It offered a number of positive developments, but missed some important opportunities. Yet, despite the positives, subsequent trends in enrolment show that the SLLP itself appears to have played a relatively modest part in quite substantial primary sector languages enrolment fluctuations since 1995.

A more recent disruption was the effects of industrialisation in the 1950s and 1960s, which saw the departure of young Mäori from their traditional rural tribal way of life to new urban lifestyles. The increasing family dysfunction within contemporary New Zealand society continues to impact negatively on Mäori society. Nevertheless, the whänau (extended family) has survived, and is still regarded by Mäori as an essential and integral part of Mäori society. e. one that represents Mäori cultural values, aspirations and practices), and who form an association based on a common interest (Smith, 1995).

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