How are the collaborative pedagogies of Innovative Learning Environments and Second Language Acquisition reflected in the approaches taken by teachers in New Zealand primary schools?

Abstract

The number of English language learners (ELLs) in New Zealand schools is increasing while the physical school structures are undergoing radical change. Many classrooms are now Innovative Learning Environments (ILEs). Pedagogies associated with ILEs in theory should suit ELLs. Within this thesis I ask how the collaborative pedagogies of Innovative Learning Environments and Second Language Acquisition are reflected in the experiences of, and approaches taken by teachers in New Zealand primary schools. A qualitative and thematic approach was taken to gather and analyse data from four primary schools which are considered to be purpose built Innovative Learning Environments. Findings identified a number of themes: - Collaborative learning; which was broken down into teacher collaboration (planning and teaching, and student collaboration, - Specific second language acquisition interventions - Authentic learning Reflections of ILEs. These themes were discussed in greater detail with links to key literature. From these themes five tentative recommendations were made: - Provide a transition programme for ELLs - Teach collaborative learning skills - Ensure there is specific SLA strategies within ILEs - Collaborative Planning should include all stake holders involved in the learning of ELLs - Further research is needed in the area.