This research study of how literacy, numeracy and language (LNL)1 teachers actually teach is the first of its kind in New Zealand, and one of a small number internationally. It is part of a growing body of research in this area (Benseman, 2003).
The purpose of this study was to start the process of exploring literacy, numeracy and language teaching by observing how 15 tutors in a cross-section of LNL contexts actually teach their students these skills. The results of this study should not be taken as a definitive study where the results can be generalised to all literacy, numeracy and language teachers in New Zealand. Rather, as an exploratory study involving only a small number of teachers and limited observation durations, it is intended to give a glimpse into what probably goes on in a reasonable number of these classrooms. As such, we hope that the findings will provoke debate not only about whether or not our findings are truly indicative of literacy, numeracy and language provision, but more importantly, what literacy, numeracy and language teachers should be doing as teachers. In relation to this latter point, readers are directed to the literature review (Benseman, Sutton, & Lander, 2005) on effective literacy, numeracy and language teaching completed in conjunction with this study. Where appropriate, results from this literature review have been included in the discussion of the findings from our study.
We would like to sincerely thank the literacy, numeracy and language teachers, managers and learners who courageously volunteered to participate in this study. All of them gave graciously and generously of their time, both in letting us observe their teaching and also in follow-up interviews. We trust that we have done them justice in how we have reported their work as teachers in what is undoubtedly a demanding, but satisfying, sector. In particular, we would like to acknowledge the teachers’ commitment and concern for the best interests of their learners.
1 For a more detailed discussion about the dimensions of literacy, numeracy and language in New Zealand see Benseman, Sutton & Lander (2005). While we have generally tried to avoid acronyms in our writing, LNL is used as a shorter alternative to ‘literacy, numeracy and language’.