Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective. Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings.

• Notes on the ContributorsRoger Barnard: Introduction 1. Roger Peddie: Languages in New Zealand: Population, Politics and Policy 2. Ted Glynn and Mere Berryman: A Community Elder's Role in Improving Reading and Writing for Maori Students3. Mere Berryman and Ted Glynn: Reciprocal Language Learning for Maori Students and Parents4. John McCaffery and Patisepa Tuafuti, in association with Shirley Maihi, Lesley Elia, Nora Ioapo and Saili Aukuso: Samoan Children's Bilingual Language and Literacy Development5. Elaine W. Vine: A Five-Year-Old Samoan Boy Interacts with his Teacher in a New Zealand Classroom 6. Penny Haworth: Students from Diverse Language Backgrounds in the Primary Classroom 7. Roger Barnard: Private Speech in the Primary Classroom: Jack, A Korean Learner 8. Rachel Locker McKee and Yael Biederman: The Construction of Learning Contexts for Deaf Bilingual Learners 9. Nikhat Shameem: Community Language Teacher Education Needs in New Zealand 10. Donna Starks and Gary Barkhuizen: Students as Fact Gatherers in Language-in-Education Planning 11. Ted Glynn: Responding to Language Diversity: A Way Forward for New Zealand Education Glossary of Terms Used in this BookIndex

Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective. Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings.

• Notes on the ContributorsRoger Barnard: Introduction 1. Roger Peddie: Languages in New Zealand: Population, Politics and Policy 2. Ted Glynn and Mere Berryman: A Community Elder's Role in Improving Reading and Writing for Maori Students3. Mere Berryman and Ted Glynn: Reciprocal Language Learning for Maori Students and Parents4. John McCaffery and Patisepa Tuafuti, in association with Shirley Maihi, Lesley Elia, Nora Ioapo and Saili Aukuso: Samoan Children's Bilingual Language and Literacy Development5. Elaine W. Vine: A Five-Year-Old Samoan Boy Interacts with his Teacher in a New Zealand Classroom 6. Penny Haworth: Students from Diverse Language Backgrounds in the Primary Classroom 7. Roger Barnard: Private Speech in the Primary Classroom: Jack, A Korean Learner 8. Rachel Locker McKee and Yael Biederman: The Construction of Learning Contexts for Deaf Bilingual Learners 9. Nikhat Shameem: Community Language Teacher Education Needs in New Zealand 10. Donna Starks and Gary Barkhuizen: Students as Fact Gatherers in Language-in-Education Planning 11. Ted Glynn: Responding to Language Diversity: A Way Forward for New Zealand Education Glossary of Terms Used in this BookIndex

Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective. Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings.

• Notes on the ContributorsRoger Barnard: Introduction 1. Roger Peddie: Languages in New Zealand: Population, Politics and Policy 2. Ted Glynn and Mere Berryman: A Community Elder's Role in Improving Reading and Writing for Maori Students3. Mere Berryman and Ted Glynn: Reciprocal Language Learning for Maori Students and Parents4. John McCaffery and Patisepa Tuafuti, in association with Shirley Maihi, Lesley Elia, Nora Ioapo and Saili Aukuso: Samoan Children's Bilingual Language and Literacy Development5. Elaine W. Vine: A Five-Year-Old Samoan Boy Interacts with his Teacher in a New Zealand Classroom 6. Penny Haworth: Students from Diverse Language Backgrounds in the Primary Classroom 7. Roger Barnard: Private Speech in the Primary Classroom: Jack, A Korean Learner 8. Rachel Locker McKee and Yael Biederman: The Construction of Learning Contexts for Deaf Bilingual Learners 9. Nikhat Shameem: Community Language Teacher Education Needs in New Zealand 10. Donna Starks and Gary Barkhuizen: Students as Fact Gatherers in Language-in-Education Planning 11. Ted Glynn: Responding to Language Diversity: A Way Forward for New Zealand Education Glossary of Terms Used in this BookIndex