New Zealand schools are increasingly diverse in terms of language and culture, and many immigrant school children are faced with the ‘languacultural’ (Agar, 1994) challenge of learning not only a new language but a new culture of learning – to learn new classroom interaction skills (Barnard, 2005) as a route from Basic Interpersonal Communication Skills to Cognitive Academic Language Proficiency (Cummins 1981, 2000). This paper explores the challenges by referring to four young Asian learners in an upper primary school classroom (Barnard 2002, 2003, 2007). Brief profiles of each of these children are given and then transcript data of their classroom interactions are presented and interpreted. In conclusion, questions are raised about the respective responsibilities of teachers and school and parents and students, to ensure that new immigrant learners swim rather than sink in the mainstrea
