title: Talk More: Student Learning Through Reciprocal Conversations

authors: Grant, Sarah

subjects: oral language

abstract: This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

text: Talk More: Student Learning Through Reciprocal Conversations This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

year: 2009

title: Pani me te rawakore: Home-making and Maori homelessness without hope or a home

authors: Groot, Shiloh Ann Maree

subjects: Social Science

abstract: The authors draw from interviews with Maori homeless people and relevant local and international literature to show homemaking practices by Maori for those living on the streets. The proposition is that Maori cultural practices shape a person's efforts to retain a positive sense of self and place, and to engage in home-making while dwelling on the streets. We consider colonialism and societal, developments that have impacted whanau (extended family) economically, culturally and socially, contributing to high rates of homelessness among Maori today. We argue that homelessness is endemic to experiences of colonialism, not only at the personal, but also at the iwi (tribe) level where many Maori have experienced over 150 years of being rendered out of place in their hau kainga (tribal homelands). Finally, we present a case study entitled 'Maia' to show common aspects of various Maori people who are homeless and who access services in Auckland.

text: Pani me te rawakore: Home-making and Maori homelessness without hope or a home The authors draw from interviews with Maori homeless people and relevant local and international literature to show homemaking practices by Maori for those living on the streets. The proposition is that Maori cultural practices shape a person's efforts to retain a positive sense of self and place, and to engage in home-making while dwelling on the streets. We consider colonialism and societal, developments that have impacted whanau (extended family) economically, culturally and socially, contributing to high rates of homelessness among Maori today. We argue that homelessness is endemic to experiences of colonialism, not only at the personal, but also at the iwi (tribe) level where many Maori have experienced over 150 years of being rendered out of place in their hau kainga (tribal homelands). Finally, we present a case study entitled 'Maia' to show common aspects of various Maori people who are homeless and who access services in Auckland.

year: 2015

title: Thomas Francis Long: a businessman who prospected at Te Aroha

authors: Hart, Philip

abstract: Born in Tasmania, Thomas Francis Long worked as a carpenter and miner before settling in Waihi in the late 1890s. Subsequently he was a miner and contractor at Karangahake and Thames before settling in Gisborne, where his various business enterprises failed, partly because of lack of capital, and he became bankrupt. In 1912 onwards he did some prospecting, partly for base metals, and during 1915 and 1916 explored the Tui portion of the Te Aroha mountain, unsuccessfully. Despite being involved in several small companies, lack of money continued to be a problem, and he became bankrupt for a second time. In 1927 he investigated Waiorongomai, with the same lack of success; it was his last venture before his death at a relatively young age. He was no more successful as a prospector than as a businessman.

text: Thomas Francis Long: a businessman who prospected at Te Aroha Born in Tasmania, Thomas Francis Long worked as a carpenter and miner before settling in Waihi in the late 1890s. Subsequently he was a miner and contractor at Karangahake and Thames before settling in Gisborne, where his various business enterprises failed, partly because of lack of capital, and he became bankrupt. In 1912 onwards he did some prospecting, partly for base metals, and during 1915 and 1916 explored the Tui portion of the Te Aroha mountain, unsuccessfully. Despite being involved in several small companies, lack of money continued to be a problem, and he became bankrupt for a second time. In 1927 he investigated Waiorongomai, with the same lack of success; it was his last venture before his death at a relatively young age. He was no more successful as a prospector than as a businessman.

year: 2016