Le Tuiga: Samoan constructs of giftedness and talent within a Samoan bilingual educational context

Aseta, Martha; Rawlinson, C. J.; Siilata, Raewynn

doi:10.18296/set.0129

Cited by 1 publication

(3 citation statements)

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“…Many Pacific children participate alongside their families in spiritual and religious practices at places of worship and at home, shaping literacies (Aseta et al, 2019). Dickie (2010) asserted that Samoan church literacy practices that supported comprehension could be utilized by teachers to build on children's home literacy strengths.…”

Section: (Tokelauan Proverb)mentioning

confidence: 99%

“…Early childhood settings have a critical role to name these embodied ways of being as early literacies. Some Pacific cultural practices (e.g., dance) are more visible in center/school events, but the deeper aspects of culture often associated with values and beliefs may go unrecognized (Aseta et al, 2019).…”

Section: Reconceptualizing Early Childhood Literacy As Pasifika Early...mentioning

confidence: 99%

“…The teacher responses illustrate an opening for defining “literacy” as embodied cultural knowledge. Aseta et al (2019) wrote, “pese (song) and siva (dance) are indispensable to Samoans (and Pasifika peoples in general) as a means of sharing our narratives and identities, and as symbolic expressions of our languages and cultures” (p. 32). Although teachers had valued dance, drama, and singing as cultural representations, naming them as “embodied literacies” to support learning was a pedagogical shift.…”

Section: Making Space For Pasifika Early Literacies In Pelpmentioning

confidence: 99%

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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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Section: (Tokelauan Proverb)mentioning

confidence: 99%

Section: Reconceptualizing Early Childhood Literacy As Pasifika Early...mentioning

confidence: 99%

Section: Making Space For Pasifika Early Literacies In Pelpmentioning

confidence: 99%

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