Imagining possible worlds with young children, families, and teachers: sustaining indigenous languages and family pedagogies

Gaffney, Janet S.; Ritchie, Jenny; Skerrett, Mere; Smith, Graham; Mara, Diane; Macfarlane, Angus; Sleeter, Christine E.

doi:10.1080/1177083x.2021.1958877

Cited by 5 publications

(6 citation statements)

References 5 publications

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“…In addition, focusing on an individual’s deficits is not aligned with te ao Māori, where the acquisition of knowledge is seen as a lifelong process and Māori knowledge is valued (Rameka, 2021). As stated by Gaffney et al (2021):The approaches to self-regulation, positive behaviour management and readiness for school dominant in current discourses are based on Western psychological paradigms requiring all tamariki to comply to a set of cultural values often completely different to their own and thus they are already set up for failure. (p. 242).…”

Section: Discussionmentioning

confidence: 99%

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Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

Barrett-Young,

Martin,

Clifford

et al. 2023

Journal of Psychoeducational Assessment

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This literature review investigates tools used to assess self-regulation at school entry and to inform recommendations for use in Aotearoa New Zealand. We were particularly interested in identifying self-regulation screening tools that had been developed from Indigenous frameworks to enhance likelihood of culturally empowering assessment. APA PsycInfo and Clarivate Web of Science databases were searched for articles on self-regulation screening at school entry. Screening tools were included if they met the following criteria: available in English or te reo Māori (the two predominant written languages of Aotearoa New Zealand); appropriate for children aged 5–6 years; and focus on self-regulation or contain a component assessing self-regulation. 39 screening tools which met the criteria were identified. Overall, most tools were developed from a Euro-American perspective and many were deficit- and/or clinically-focused. Issues with translating screening tools to other cultures are discussed, specifically in the context of Aotearoa New Zealand.

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Section: Discussionmentioning

confidence: 99%

“…In addition, focusing on an individual's deficits is not aligned with te ao M aori, where the acquisition of knowledge is seen as a lifelong process and M aori knowledge is valued (Rameka, 2021). As stated by Gaffney et al (2021):…”

Section: Suitability Of Identified Tools For Tier 1 Screening Of New ...mentioning

confidence: 99%

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

Barrett-Young,

Martin,

Clifford

et al. 2023

Journal of Psychoeducational Assessment

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“…When literacy is narrowly conceptualized in ECE to ensure children are "ready for school," family languages and cultural ways of knowing are marginalized (Gaffney et al, 2021). PELP defines literacy broadly, congruent with "multiliteracies" (New London Group, 1996), encompassing communication across multiple modes, and expanding traditional print definitions of literacy (Kalantzis & Cope, 2012).…”

Section: (Tokelauan Proverb)mentioning

confidence: 99%

Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Si‘ilata¹,

Jacobs²,

Gaffney³

et al. 2023

The Reading Teacher

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The Pasifika Early Literacy Project supports teachers to make space for the languages and cultures of Pacific children and families in early childhood settings in Aotearoa New Zealand. Dual‐language books in five Pacific languages and English validate Pacific children's languages, literacies, and identities. We highlight teacher practices following professional learning and development workshops. Teachers are invited to challenge dominant monocultural notions of language and literacy that perpetuate educational inequities. Illustrations of early childhood teachers' innovations with Pacific children (aged 2–6 years) demonstrate how dual‐language texts can be connected to families' embodied cultural literacies. Understandings of “literacy” and “reading” were expanded to include children's expressive modalities through oral and visual texts in heritage languages and English. This work highlights the role of teachers to connect, rather than replace, the worldviews, languages, and literacies of families with the pedagogical practices of early childhood settings.

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“…However, it is challenging for teachers to regularly monitor children's oral narrative development in valid and reliable ways, particularly given the time typically needed for detailed language sample analysis (Westerveld and Claessen, 2014). Increased global migration rates (McAuliffe and Triandafyllidou, 2021) and improved understanding of the cultural and social importance of bilingualism (Ramírez-Esparza et al, 2020) and indigenous languages (Gaffney et al, 2021), necessitate that teachers have access to narrative assessments that are valid for linguistically diverse learners. This study investigated the validity of a novel online oral narrative production and comprehension task.…”

Section: Introductionmentioning

confidence: 99%

Retelling stories: The validity of an online oral narrative task

Gillon

McNeill

Scott

et al. 2023

Child Language Teaching and Therapy

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This study examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech–language therapists or literacy specialists. The assessment task was developed to monitor children's oral language progress in their first year at school as part of the Better Start Literacy Approach for early literacy teaching. Teachers administered the task to 303 5-year-olds in New Zealand at school entry and after 20 weeks and 12 months of schooling. The children listened to a story with pictures via iPad presentation and were then prompted to retell the story. The children's spontaneous language used in their story retell was captured and uploaded digitally via iPad audio recording and analyzed using semi-automated speech recognition and computer software. Their responses to factual and inferential story comprehension questions were also analyzed. The data suggested that the task has good criterion validity. Significant correlations between story retell measures and a standardized measure of children's oral language were found. The Better Start Literacy Approach story retell task, which took approximately 6 min for teachers to administer, accurately identified children with low oral language ability 81% of the time. Growth curve analysis revealed that the task was useful for monitoring oral language development, including for English as second language learners. Boys showed a slower story comprehension growth trajectory than girls. The Better Start Literacy Approach story retell task shows promise in providing valid data to support teacher judgement of children's oral language development.

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Imagining possible worlds with young children, families, and teachers: sustaining indigenous languages and family pedagogies

Cited by 5 publications

References 5 publications

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Retelling stories: The validity of an online oral narrative task

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