The Teaching and Learning of te reo Maori in a Higher Education Context: Intensive Fast Track Immersion Versus Gradual Progressive Language Exposure. Nock, S. He Puna Korero: Journal of Maori and Pacific Development, 7(1):48–62, 2006. abstract bibtex I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Maori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Maori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Maori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.
@article{nock_teaching_2006,
title = {The {Teaching} and {Learning} of te reo {Maori} in a {Higher} {Education} {Context}: {Intensive} {Fast} {Track} {Immersion} {Versus} {Gradual} {Progressive} {Language} {Exposure}},
volume = {7},
issn = {1175-3099},
shorttitle = {The {Teaching} and {Learning} of te reo {Maori} in a {Higher} {Education} {Context}},
abstract = {I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Maori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Maori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Maori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.},
language = {eng},
number = {1},
journal = {He Puna Korero: Journal of Maori and Pacific Development},
author = {Nock, Sophie},
year = {2006},
keywords = {Bilingual, Education, Immersion Method (Language Teaching), Language and languages–Study and teaching, Maori (New Zealand people)–Education, Maori (New Zealand people)–Education (Higher), Maori language–Study and teaching, Native Language And Education},
pages = {48--62},
}
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