ABSTRACT
The overarching purpose of this research was to identify the specific actions of effective teachers of multilingual Pasifika learners in English-medium elementary schools in Aotearoa New Zealand that led to acceleration of their language and literacy learning, ultimately enabling their success at school. From the literature and the findings of this research, the dimensions of effective practice for Pasifika learners and the Va‘atele Framework as a model for Pasifika success were developed. The research also investigated how teachers improved their practice with Pasifika learners, supported by school leaders and facilitators. The study utilized a case methodology, underpinned by quantitative and qualitative research methods in order to answer the research questions. The first case illustrated shifts in one-year 5/6 teacher’s practice, and the professional learning that facilitated improvement against two of the dimensions of effective practice for Pasifika learners. The second case was drawn from a subsequent research project undertaken with year 1–2 teachers. Teachers were supported to utilize bilingual approaches using Pasifika dual language books, which prompted a shift from monolingual to multilingual classrooms, and accelerated shifts in literacy.
