Chapter 4. Samoan Children’s Bilingual Language and Literacy Development

McCaffery, John; Tuafuti, Patisepa

doi:10.21832/9781853597138-006

Cited by 13 publications

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“…International studies conducted in other diasporic PI communities in the United States (Janes, 2002) or in New Zealand (McCaffery & Tuafuti, 2003;McNaughton, Phillips, & MacDonald, 2003) also suggest trends of underachievement. In addition, the Programme for International Student Assessment (PISA) data¹ for New Zealand (Ministry of Education, New Zealand, 2004) showed that Pasifika² students' literacy achievement, on average, was significantly lower than the mean scores of Pakeha³, Asian and Maori students, with only 25% of Pasifika students performing above the mean score for non-Pasifika students.…”

Section: )mentioning

confidence: 99%

Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education

Thomas

Kearney

2008

Asia-Pacific Journal of Teacher Education

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Section: )mentioning

confidence: 99%

Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education

Thomas

Kearney

2008

Asia-Pacific Journal of Teacher Education

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“…Over 94% want Samoan-medium ECE; 84% want Samoan-medium bilingual primary education and 80% want Samoan teaching at secondary school. This should more accurately be interpreted as families who want their children to become bilingual, as knowledge about the differences between learning a language as a subject in school and the use of that language also as a medium of instruction (Bilingual/Immersion Education) is very low (McCaffery & Tuafuti, 2003).…”

Section: Findings From Shifts In the Four Main Pasifi Ka Languagesmentioning

confidence: 99%

“…Foremost is the use of Pasifika languages in the New Zealand curriculum as a medium of instruction along with English. From an international research base (Baker, 2006;Fishman, 1991Fishman, , 2001), a growing group of local researchers (Benton, 1996;May, Hill, & Tiakiwai, 2004;Franken, May, & McComish, 2008;May & Hill, 2005;McCaffery & Tuafuti, 2003) has asked why there is not more active support from the MoE and government for Bilingual/ Immersion Education.…”

Section: Pasifi Ka-medium Language Literacy and Bilingual Educationmentioning

confidence: 99%

“…The concern to maintain heritage languages is not just an issue of demography and human rights. The relationship of children's heritage languages and cultures to identity and educational achievement has been clearly identifi ed and examined (Corson, 2001;Cummins, 2001;Franken, May, & McComish, 2008;McCaffery & Tuafuti, 2003;. This is a key factor to be considered as New Zealand struggles belatedly to address the central place of heritage languages and biliteracy in educational success.…”

Section: Introductionmentioning

confidence: 99%

“…McFall-McCaffery, one of the authors of this article, remembers receiving cuts and blisters on her hands from weeding vaofefe (a thorny weed) and from cutting grass with a cane knife in the hot sun -her punishment for speaking Samoan at school. Students were observed being beaten in Samoa for this "offence" as late as 1996 (McCaffery & Tuafuti, 2003). In Tonga, where McFall-McCaffery lived from 1981-2000, children were still being punished for speaking Tongan.…”

Section: Introductionmentioning

confidence: 99%

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O Tatou Ō Aga'I I Fea?/'Oku Tau Ō Ki Fe?/Where Are We Heading?

McCaffery

McFall-McCaffery

2010

AlterNative: An International Journal of Indigenous Peoples

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This paper examines the health of the four largest Polynesian Pasifi ka languages in Aotearoa/ New Zealand (New Zealand). It presents perspectives and interpretations from the researchers and writers who are at the same time, parents and grandparents of Pasifi ka children of Tongan, Samoan and Cook Islands ancestry. It examines: fi ndings from the 2006 Census; a major sociolinguistic study examining these four languages in New Zealand's most multicultural city between 2000 and 2008; and insider community sources. These indicate that Pasifi ka languages in New Zealand show signifi cant signs of language shift and loss, with several languages unlikely to survive unless urgent maintenance and revival measures are adopted. It seeks reasons for the shift of Pasifi ka families to using more English. It argues that the discourses of family language for private use, and English for education and public use, emerged in the Pacifi c, came with the migrants and is now deeply entrenched in New Zealand. The paper suggests that expanding the role of Pasifi ka languages into education and the public domain through Bilingual/Immersion Education is the prime strategy for future survival of these languages. We use initial capitals for the term Bilingual/Immersion Education in this article to indicate that this is a major world approach to education. Following Baker (2006), Garcia (2009), and May and Hill (2005), we use bilingual and immersion to cover all forms of fi rst language and second language medium education. This dual use is very important in New Zealand where until recently a rigid and artifi cial separation was made between Bilingual Education and Immersion Education (May & Hill, 2005, 2008).

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Bilingual Education in Aotearoa/New Zealand

Hill¹

2017

Bilingual and Multilingual Education

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Chapter 4. Samoan Children’s Bilingual Language and Literacy Development

Cited by 13 publications

References 0 publications

Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education

Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education

O Tatou Ō Aga'I I Fea?/'Oku Tau Ō Ki Fe?/Where Are We Heading?

Bilingual Education in Aotearoa/New Zealand

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