Abstract:
This article outlines a critical action research study undertaken at Richmond Road School in Auckland's inner city where students have an option of bilingual education in Maori, Samoan or French or mainstream English. It explores what teachers know and do when children are learning to read and write in two languages, not necessarily that of the home. Biliteracy and bilingualism were the focus of the study and of this article and teacher knowledge and student achievement were a focus and part of an ongoing commitment to our involvement in the school.
