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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.



  • An Evening with Mimi Met! Discussing Language Growth in Immersion Classrooms: A report of a 2002 interview. Includes answers to questions such as "What kinds of language do children need?"
  • Some simple strategies for teachers of ESOL students (61 kB): From Lyn Pascoe, Waikato School of Education Teacher Support Services.
  • Literacy for al…most all, but not quite: Working paper by Russell Cross presented at the AARE International Educational Research Conference 2008. Cross takes stock of ESL education in Australia over the last 10 years since the introduction of Literacy for All. He outlines the problems encountered when literacy is connected with assessment and the stages of English language development for L2 students are assumed to be the same as for L1 students. Particularly interesting are Cross's practical suggestions for the ways monolingual teachers can work with L2 students to extend their linguistic repertoire of skills into a complex communication system. Download the article here: Literacy for al…most all, but not quite (PDF) (272 kB).
  • Good practice guides: Succinctly written good practice guides from the Subject Centre for Languages, Linguistics and Area Studies.
  • Language acquisition research Papers from the 2003 Language Acquisition Forum. The purpose of the forum was to draw on New Zealand academic expertise and experience in the field of language acquisition and bilingual development to inform Ministry of Education policy and to share knowledge of Maori and Pasifika immersion and bilingual education.
  • New Zealand teacher research studies: A range of research reports undertaken by New Zealand classroom teachers as part of the Ministry of Education contract "Assisting Students from Non-English Speaking Backgrounds".


  • A suggested teaching as inquiry cycle: the diagram on this site adapts the New Zealand Curriculum’s teaching as inquiry cycle for teachers of te reo Māori.
  • How school leaders make a difference to their students: this article focuses on pedagogical leadership, and the five dimensions of effective pedagogical leadership.
  • Promoting literacy in multilingual contexts. (A monograph from the Research into Practice series, Ontario Literacy and Numeracy Secretariat.) Short, easy-to-read article that encourages us to get to know our English language learners well - the more we know them, the more they are likely to learn from us. The article suggests we reflect on the extent to which we ask our English language learners to engage cognitively and to invest their identities in learning. Download the article here: Cummins (PDF 811KB).
  • Quality Teaching: Early Foundations: this best evidence synthesis was prepared by S Farquhar.
  • Success for boys: success for Boys is intended to help you create opportunities for all boys at your school to succeed, building on what you're already doing to meet this goal. This new site provides you with a directory of programmes, resources, and information to help your school engage boys in learning. New material will be added regularly, so keep coming back for fresh ideas and information about meeting boys' learning needs and supporting their educational achievement.
  • Quality teaching for diverse students in schooling: Best Evidence Synthesis: This report investigates research-based evidence linked to student outcomes to discuss what constitutes effective teaching for diverse groups of learners. It provides 10 research-based characterictics of quality teaching.
  • Teachers make a difference: What is the research evidence?: In this article John Hattie discusses “it is what teachers know, do and care about which is very powerful in the learning equation”.
  • Teacher professional learning and development: Best evidence synthesis iteration: the purpose of this synthesis, written by H. Timperley, A. Wilson, H. Barrar and I. Fung, "is to consolidate the international and New Zealand evidence around the emerging knowledge base about how to promote teacher learning in ways that impact on outcomes for the diversity of students in our classrooms."
  • Terrific teaching's triad: this research by Michael Pressley yields insights into the practices of effective educators. Levels 1 to 4
  • Using best evidence syntheses to assist in making a bigger difference for diverse learners: this paper by By Adrienne Alton-Lee "has relevance for principals, aspiring principals, and leaders in all schools. It helps to clarify the background to the Ministry of Education’s Iterative Best Evidence Synthesis programme. It includes a summary of four reports that document the growing body of research evidence about what makes a difference for diverse learners in New Zealand schools."

Published on: 07 Jul 2010