Decoloniality, Language, and Literacy: Conversations with Teacher Educators

Abstract

The book tackles two interwoven issues in international bi/multilingual education and research. It proposes connecting an e ff ective curriculum design method to an engaging teaching pedagogy in order to improve the biliteracy of language students. To achieve this, the two authors have brought together the two methods – a curriculum design method for disciplinary knowledge using Elizabeth Rata ’ s Curriculum Design Coherence (CDC) Model and TransAcquisition Pedagogy (TAP), the method developed by Tauwehe Sophie Tamati for teachers to use students ’ bi/multi languages in teaching academic subjects. Both methods were originally developed for use in New Zealand – TAP in M ā ori culture and language schools known as kura kaupapa M ā ori (Tamati 2016), and the CDC Model for schools in the Knowledge-Rich School Project (Rata 2021). However, they are methods that can be used with any students who have two or more languages, including those with indigenous and minority languages. The