Useful resources
Developing the classroom practice indicators
The classroom practice indicators developed by the Pasifika Study researchers were based on the project’s theoretical underpinnings and on the research literature about effective literacy practice for diverse students. They also took into account the more specialised literature about effective practice for Pasifika students and English language learners. The indicators were organised around the inquiry and knowledge-building cycle from the Teacher Professional Learning and Development BES (2008). As the research progressed, they were tested and refined in light of the research data.
Useful resources
Davis, A. (2008). Teaching Reading Comprehension. Wellington: Learning Media.
Fergusson, P. B., Gorinski, R., Wendt-Samu, T., and Mara, D. (2008). Literature Review on the Experiences of Pasifika Learners in the Classroom. Wellington: New Zealand Council for Educational Research.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.
McComish, J., May, S., and Franken, M. (2007). LEAP: Language Enhancing the Achievement of Pasifika. Wellington: Ministry of Education. Available at http://leap.tki.org.nz
Ministry of Education (2003). Effective Literacy Practice in Years 1 to 4. Wellington: Learning Media.
Ministry of Education (2005). Effective Literacy Practice in Years 5 to 8. Wellington: Learning Media.
Ministry of Education. (2006). Connections and Conversations: Making Links for Learning. Wellington: CWA New Media.
Ministry of Education (2008). Making Language and Learning Work 3: Integrating Language and Learning in Years 5–8. Christchurch: Cognition Consulting, University of Canterbury Education Plus, and Visual Learning.
Ministry of Education (2009). Learning through Talk: Oral Language in Years 1 to 3. Wellington: Learning Media.
Ministry of Education (2009). Learning through Talk: Oral Language in Years 4 to 8. Wellington: Learning Media.
Si‘ilata, R. (2007). The Pasifika Teacher Aide Handbook. Wellington: Ministry of Education.
Si‘ilata, R., Dreaver, K., Parr, J., Timperley, H., and Meissell, K. (2011). Tula‘i Mai! Making a Difference to Pasifika Student Achievement in Literacy: Literacy Professional Development Project 2009–2010. Research Component Pasifika Study. Auckland: Auckland Uniservices. The full report will be available on the Education Counts website.
Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2008). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.
Literacy learning for English language learners
Cummins, J. (1986). “Empowering Minority Students: A Framework for Intervention”. Harvard Educational Review, vol. 56 no. 1, pp. 18–36.
Ellis, R. (2005). Instructed Second Language Acquisition: A Literature Review. Wellington: Ministry of Education. Available at
Ministry of Education (2003). The English Language Intensive Programme: Primary Resource (ELIP). Auckland: Ministry of Education.
Ministry of Education (2003). English Language Intensive Programme: Years 7–13 Resource (ELIP). Auckland: Ministry of Education.
Ministry of Education (2006). Connections and Conversations: Making Links for Learning. Wellington: CWA New Media.
Ministry of Education (2008). The English Language Learning Progressions. Wellington: Learning Media.
Ministry of Education (2009). Supporting English Language Learning in Primary Schools: A Guide for Teachers of Years 1 and 2, Years 3 and 4, Years 5 and 6, and Years 7 and 8. A Resource for Mainstream and ESOL Teachers (SELLIPS). Wellington: Learning Media.
More information on teacher materials available to support learning for English language learners is available at ESOL Online: Resources for planning
ESOL funding
Noting questions about language background at enrolment will help schools identify English language learners. Schools can apply for ESOL funding if learners meet the criteria, and they can track and monitor learners’ progress and achievement using the English Language Learning Progressions. (Information about ESOL funding.)
Home–school partnerships
Home–School partnerships
Literacy Professional Development Project research summaries and tools
For more information on the LPDP, including links to the Improving Learning for All set of research summaries, go to Literacy Professional Development Project (LPDP).
For the tools developed as part of the LPDP and information on how to use them, go to Tools from LPDP.
BES Exemplar 3
One of the exemplars developed as part of the Ministry’s Best Evidence Synthesis Programme focuses on professional learning and teaching practices to support student self-regulation and success in writing. See Education Counts: BES Exemplar 3 – Ngā Kete Raukura – He Tauira 3: Teacher and Student Use of Learning Goals.