Cultural activities – Teaching & Learning Research Initiative

Using home languages as a resource to enhance statistical thinking in a multicultural classroom

Introduction Aotearoa New Zealand is a super diverse nation in terms of the ethnicities of its people and languages spoken. With an increased rate of immigration (New Zealand Immigration, 2018) from various parts of the world, the presence of multiple languages in many domains of social life is a reality. Individuals may identify with several nationalities or racial groups and may speak combinations or mixtures of several languages (Dockrell et al., 2022; Education Review Office, 2018). Consequently, classrooms are now places where learners have different linguistic and cultural backgrounds, where they may speak one language at home and another at school, where teachers and students may not share a common language

Marae-ā-kura: Teaching, learning and living as Māori

Introduction Marae-ā-kura (school-based marae) have been part of the secondary school landscape since 1978. Today there are approximately 99 marae in state secondary schools in New Zealand (Ministry of Education, 2008).[1] although marae-ā-kura are officially endorsed by the Ministry of Education (2000) to better engage with Māori parents, whānau and communities, there is little research on the way marae-ā-kura operate, their pedagogical practices and their effect on Māori student outcomes. This two-year research project investigated the role of marae-ā-kura as culturally determined spaces in mainstream secondary schools. It involved the participation of students, teachers, principals, whānau and community representatives of three urban marae-ā-kura within the Auckland region. The study examined the