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Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:33
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 02:43
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:26
Research shows that the teacher's interest, respect and care for the student is an important factor in student achievement in school.
Duration: 01:44
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:02
It’s about creating environments with students at the centre, where Pasifika students have the focus and learning support they need to lift their academic achievement patterns.
Duration: 4:21
Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.
Duration: 5:11
School leaders have a role in establishing practices that support the continuity of their Pasifika students’ learning as they move from and into different learning environments.
Duration: 2:48
By integrating culture, caring, challenge and support into their pedagogies, teachers strengthen relationships and build communities of learners who succeed socially and academically.
Duration: 6:21
Inclusive pedagogies, where teachers deliberately and positively draw on their Pasifika students’ resources, value the diversity of student experience and help to lift Pasifika student achievement.
Duration: 2:06
High expectations, together with the vision of Pasifika students as successful learners, improve relationships, pedagogy and academic outcomes.
Duration: 6:17
Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.
Duration: 4:30
Collecting relevant and sufficient data on Pasifika students’ achievement helps schools to track the progress of their Pasifika learners, make informed changes to their pedagogy, programmes and practices and be affirmed when their data reveals learning gains.
Duration: 05:50
Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.
Duration: 04:38
Teachers use many different strategies to engage their Pasifika learners and help them to achieve. Their strategies work best when they are grounded in responsive and caring relationships with their Pasifika students and the focus on their learning is clear.
Duration: 05:03
When teachers and Pasifika students negotiate the learning intentions, and share clear expectations and knowledge of the outcomes to be achieved, Pasifika students engage more confidently and more purposefully in their learning.
Duration: 04:16
Pasifika students benefit from working in collaborative ways with their peers in the classroom.
Duration: 02:31
Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.
Duration: 02:43
Collaboration, inquiry learning and knowledge-sharing underpin the professional development and learning focus of the teachers at Māngere Bridge school. The learning and actions that result impact positively on their Pasifika students’ achievement and well-being.
Duration: 04:14
McAuley High School has an unrelenting focus on raising the achievement of their Pasifika students. School-based teacher professional learning and development enables teachers to collectively inquire into and identify what works well for their Pasifika students.
Duration: 03:39
School leaders who initiate and sustain an intensive focus on the teaching-learning relationship and promote collective responsibility and accountability for Pasifika students’ achievement and well-being can make a difference to the outcomes their Pasifika students achieve.
Duration: 01:01
Negative stereotyping and a culture of mocking can be positively transformed by providing opportunities for Pasifika students to learn and grow their leadership potential, take ownership of their own development and be celebrated as achievers.
Duration: 03:02
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.


This part highlights a variety of viewpoints on the range of different contexts and worlds that Pasifika students inhabit.These different contexts can provide challenges for some students. At the same time, they also can provide a basis for learning.
Duration: 5:43
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning.
Duration: 4:14
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part explores a variety of viewpoints from students, teachers and parents on the involvement and engagement of Pasifika parents and communities in the processes of schooling.
Duration: 11:26
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences and aspirations.
Duration: 9:44
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16
Partnerships that share and align school and home practices and enable parents to actively support their children's in-school learning have shown some of the strongest impacts on student outcomes.
Duration: 03:29
Coming to school for special events is rewarding for Pasifika parents if the school makes them feel welcome and the focus is on their children’s achievement and strategies to extend their learning.
Duration: 01:46
Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.
Duration: 05:56
Sylvia Park school has set up a centre to be ‘the parents’ place’ within the school. The centre’s leader has a proactive focus on involving Pasifika parents through mutual learning conversations based on their child’s assessment data and their next-steps learning needs.
Duration: 03:56
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16

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Duration: 02:43

Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.

Key content

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Key content

Teachers find ways to value the languages that their Pasifika students bring with them into the classroom, integrating them into their own knowledge and classroom teaching. In turn, they teach their Pasifika students the kinds of English language that they need to help them progress their learning. Uneven patterns of achievement in the early years of schooling may occur for those students with a Pasifika language or both a Pasifika and English language background, yet recent research evidence indicates that being bilingual is not a barrier to the academic achievement of Pasifika learners. Newly arrived students benefit from explicit induction and support so that they can develop the knowledge and skills that schooling in New Zealand requires.

“But from the middle and upper primary and into the secondary years the sense is that bilingualism may (under important conditions not tested here, such as level of bilingualism) lead to similar outcomes (as having a strong English-only status), and in a wider sense confer other advantages”.
Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research – Final Report, page ix

Acknowledgment:

Thanks to the principals, staff and students of Aorere College, McAuley High School, Mangere Bridge School, Sylvia Park School, Mary MacKillop School and Wymondley Road Primary School for their contribution.

Things to think about

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Things to think about

  • Do you expect your Pasifika students to use suitable academic language in English? What do you do to support their learning? How do you reward them for their efforts?
  • What support does your school offer to Pasifika students who are more comfortable with using their Pasifika language in class? How does this support help their learning?
  • What is your school’s attitude towards Pasifika students using their home languages in class? Are you supportive of this? If so, why? If not, why not? What would you prefer to see happen?
  • What specific strategies do you use to develop in your Pasifika students the English language skills that they need for them to progress their learning? Are they effective? How do you know?
  • What steps have you taken to engage with the languages and cultures of your Pasifika learners? How would your Pasifika students know that you have taken an interest in these?

Transcript

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Transcript

Merita Amani-Heisifa
I try to use our first language and then they make that connection with the English. Especially in math because the numbers in Samoan is how you say it, but in English it's different. The non-Samoan or Tongan speaking teachers would get another child to interpret for the other one they buddy up. So that 's another good way of helping that other child with the language. Children who do come in with their first language have a lot to offer, it's just making that connection with the English language.

ACTUALITY – Merita with students

Don Biltcliffe
I celebrate the children in my class who are bilingual. That gives them a little bit of mana, that gives them a little bit of self-esteem, they feel quite proud of themselves. I ask them to teach me words and phrases and we use them in our assemblies when my class present, we use them in our classroom everyday.

Jacqueline Yates
I have a young teacher aide - Donna. She is Samoan and she is fluent in speaking Samoan. I have children who come into my class who don’t speak English, mainly Samoan children. I feel as though the best way to teach children English is to start with their own language first, so Donna is constantly speaking to them in Samoan, translating what I’ve just said, and I also speak a little bit of Samoan. I’ve got my own Samoan little kiddie booklet that I try; I’m trying to learn it as well. But Donna’s there. They love her. They go to her. They trust her. As soon as she speaks something in Samoan you can see something clicks. They understand.

Moyeen McCoy
Some of the most important things that I have to remember when I'm teaching our Pasifika students, maybe the first thing that I would think of naturally would be the matter of vocabulary. Today I'll be teaching how to answer an exam question which is a pretty scary thing, so the first thing I will do is I will look at vocabulary and I'll look at a way into the question because I have to demystify a lot of the language and phrasing that is used in the formal situation of the examination which students have to deal with. Vocabulary is very very important for our students; they really stumble over quite a lot of common words that you would expect that they would know. I also have to make a pathway through a task.

ACTUALITY – Moyeen with students


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