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One hundred and fifty schools from Kaitaia to Bluff (thus covering the country from the far north to the far south) have participated in the research to date, and we gratefully acknowledge the cooperation of the teachers and children concerned. The main data collection instrument was a questionnaire which provided scenarios and asked the respondents what they would say in such situations. In each school, at least one teacher presented the questions to a class of Year 7 and/or 8 students (Form I and II, typically aged 11-12), and recorded the responses, frequently multiple responses for each question. Some bigger schools returned several questionnaires from different classes, and a very small number of schools sent the responses of individual students, rather than the communal responses which were expected. Where multiple questionnaires or individual responses were returned, the responses were combined on one master questionnaire before the data was entered. The study is thus based on 150 sets of data. Collecting data from individuals would have been impractical in terms of time and money. It took approximately 15 hours to process the individual responses from one class of 25 children, as opposed to 1-2 hours for a communal questionnaire. There are also enormous problems posed by the interpretation of children’s spelling. When a child writes I don’t what it, you can deduce that the standard spelling is I don’t want it, but if they write My bike is caned, you cannot tell if that represents caned or canned. The extent of this problem cannot be underestimated; consider these versions of a clapping game exactly as recorded by two children:

Two Unrelated Changes in the English of Young New Zealanders