Key note Dr Rae Si'ilata
We need to give our tamariki the keys to the language of the culture of power, but this is not all. We are not subtracting - we need to not remove the language of their culture.
Privilege the native speaker in the room.
Listening reading viewing - input channels
Speaking writing presenting - output channels
6 modes of communication we need to be integrating.
You will get much greater bang for your buck if you are integrating these modes of communication.
What are Māori medium doing that isn't happening in English medium - they are achieving much better in Māori in English medium.
English for Speakers of Other Languages - ESOL - adding English not replacing other languages with English.
Young students being the kaiako to support teachers to learn languages.
Government provides some support for Pacific/Pasifika dual language resources.
Bilingual = like the kahikitaea trees above the surface are seperate - under the surface they are combined. Input in one language - make meaning in stronger language - respond in the initial language.
The teacher does need not be bilingual (see, e.g., Pacheco, Daniel, Pray, & Jimenez, 2019) but must understand how language is much more than the linguistic code reified in school, as well as how school epistemologies about language are related to power.
Getting students to use their strongest language to grapple with concepts and then outputting in English.
Phonics plus - are they
Prior knowledge is part of learning to read and reading to learn.
We want our tamariki to be critical about power.
Providing texts that are mirrors provide opportunities for our learning to connect with their prior knowledge.
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