NON-ENGLISH SPEAKING BACKGROUND LEARNERS IN NEW-ZEALAND SCHOOLS

Kennedy and Dewar provide a report of programmes and support for some of the NESB (non English speaking background) learners in New Zealand schools. The report provides some useful information and practical gui delines for action but it is argued that there are broader, more cruci al issues involved than those considered. It is necessary to appraise the intercultural implications of school curricula, provide appropriat e teacher development, and conduct appropriate research. A national la nguages policy which would embrace appropriate language-in-education p olicies is also required.