ABSTRACT
Four TransAcquisition principles are described in detail. Linguistic fluidity describes the interflow of complex meanings associated with the academic knowledge taught in schools. Relational transfer is the second principle of TransAcquisition. Metashuttling, the third principle, uses the intra-lingual and inter-lingual relationships within the student's linguistic repertoire to promote mutual language and literacy development. Conceptual progression, the fourth principle of TransAcquisition, describes the progressive lower- to higher-order development of concepts that occur through the formalised and systematised use of linguistic and cognitive processes to develop academic knowledge. The flexible bilingualism approach which informs TransAcquisition is compared to the separate language approach with the negative consequences of separate language instruction for kura kaupapa Māori described.
