ABSTRACT
The chapter introduces two teaching methods: TransAcquisition for instruction in bilingual and immersion education and the Curriculum Design Coherence Model for pre-teaching design in all schooling sectors. The knowledge-language relationship is discussed in relation to language teaching and to knowledge more generally. The section about methodology discusses the role of theory and of empirical studies to demonstrate why the studies undertaken in New Zealand are generalisable internationally. The discussion is located in the broader social and political context which informs education, especially in societies with indigenous and multi-ethnic populations.
