One teacher, one text, four lessons: a case study of collaboration and innovation in a multilingual New Zealand classroom

摘要

New Zealand is a multi-lingual society, and this is reflected in classrooms across the country. Since most instruction (with the exception of some Maori-language instruction) is in English, the large Chinese, Japanese, and Korean (CJK) student population is placed at a distinct disadvantage. Many of these students arrive in the country with the most rudimentary English skills, and it is not uncommon for most CJK students to fare poorly in English medium classes. This is a case study of collaboration between a K-12 school, a local university, professional translators, and ethnic community groups to address the challenges faced by CJK students in an almost exclusively English medium classroom.