Abstract:
Critical Biliteracy in Polynesian Pacific Languages in Aotearoa/ New Zealand. Māori bilingual /immersion programmes in Aotearoa New Zealand have been dominated by an ideology of sequential literacy development where first language literacy is believed to be essential before literacy in a second language can be introduced. An alternative theory and pedagogy being developed in some Māori medium settings and Pacific Medium education and which argues that as many learners are now actually L2 heritage language learners, ( May & Hill, 2005, 2008) new approaches to biliteracy are needed ( McCaffery & Villers, 2008). Simultaneous L1 and L2 biliteracy is possible and for some communities actually more effective in the acquisition of literacy in both languages than earlier sequential theories and models. This paper presents initial steps developing the research, theories and the pedagogical arguments for a simultaneous perspective on biliteracy and academic development, theories of transfer in literacy and academic knowledge and the related need for "teaching for transfer" ( Cummins, 2007) . The development of such pedagogies for L2 students is also emerging as an issue needing attention in Europe (Baker, 2008; Cenoz, 2008; Cenoz & Gorter, 2008) Baker, C. (2008). Postlude. AILA Review, 21(1), 104-110. Cenoz, J. (2008). Achievements and challenges in bilingual and multilingual education in the Basque country. AILA Review, 21(1), 13-30. Cenoz, J., & Gorter, D. (Eds) (2008). Multilingualism and minority languages: Achievements and challenges in education. AILA Review, 21.