Linguists and Language Maintenance: Pasifika Languages in Manukau, New Zealand

Taumoefolau, Melenaite; Starks, Donna; Davis, Karen; Bell, Allan

doi:10.2307/3623326

Cited by 11 publications

(20 citation statements)

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“…In addition, it is asserted that schooling affects the use of community languages. Since English was the only language in the classroom, their proficiency of community languages is gradually decreasing (Taumoefolau, Starks, Davis, & Bell, 2002). Even, at home which is a primary domain where community language is maintained, the migrants students sometimes do code mixing or even respond in English.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In New Zealand, there are several pacific language education programs in certain regions. In addition, there are also pre-school nests and bilingual programs of four largest Pasifika languages (Taumoefolau et al, 2002). These language education programs are operated to function as domain to practice and learn community languages in New Zealand.…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

“…Studies show that community is actually aware of language loss of their community languages and they want to keep the languages alive (Lawson, 2004;Taumoefolau et al, 2002). Hence, actions should be taken to maintain the community languages.…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

“…Beside community language schools, language education program, preschool language nest and bilingual programs can places for migrant students to learn their native languages (Lao, 2004;Taumoefolau et al, 2002). In New Zealand, there are several pacific language education programs in certain regions.…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

“…It is argued that there is a potential shift in the languages toward the language of dominant culture after couple of years (Taumoefolau et al, 2002).…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

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The Influence of Language Use and Language Attitude on the Maintenance of Community Languages Spoken by Migrant Students

Suek¹

2014

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The maintenance of community languages of migrant students is heavily determined by language use and language attitudes. The superiority of a dominant language over a community language contributes to attitudes of migrant students toward their native languages. When they perceive their native languages as unimportant language, they will reduce the frequency of using that language even though at home domain. Solutions provided for a problem of maintaining community languages should be related to language use and attitudes of community languages, which are developed mostly in two important domains, school and family. Hence, the valorization of community language should be promoted not only in family but also school domains. Several programs such as community language school and community language program can be used for migrant students to practice and use their native languages. Since educational resources such as class session, teachers and government support are limited; family plays significant roles to stimulate positive attitudes toward community language and also to develop the use of native languages.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Solutions and Recommendationsmentioning

confidence: 99%

Section: Solutions and Recommendationsmentioning

confidence: 99%

Section: Solutions and Recommendationsmentioning

confidence: 99%

“…It is argued that there is a potential shift in the languages toward the language of dominant culture after couple of years (Taumoefolau et al, 2002).…”

Section: Solutions and Recommendationsmentioning

confidence: 99%

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The Influence of Language Use and Language Attitude on the Maintenance of Community Languages Spoken by Migrant Students

Suek¹

2014

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Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand

et al. 2015

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The MacArthur-Bates Communicative Development Inventory (short form) was adapted for Samoan and Tongan speakers in New Zealand. The adaptation process drew upon language samples from Samoan and Tongan parent-child dyads with 20-and 26-month-old children and adult informants. The resulting 100-word language inventories in Samoan and Tongan, plus a single question about word combinations, were then administered to over 600 mothers of 2-year-olds in the Growing Up in New Zealand prebirth longitudinal cohort study who identified their children as understanding Samoan or Tongan. Most mothers were able to complete the inventories without the help of an interpreter or interviewer. Important demographic correlates of children's vocabulary and grammar were mothers' country of birth, education, and deprivation level, and children's birth order. Mothers' birthplace was the single best predictor of children's vocabulary development in Samoan and Tongan, with children of mothers who were born outside New Zealand having higher Samoan and Tongan vocabularies. Clinical implications are discussed, along with future analyses of the language development of these children from the Growing Up cohort.

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“We are not privileged enough to have that foundation of language”: Pasifika young adults share their deep concerns about the decline of their ancestral/heritage languages in Aotearoa New Zealand

Samu

Barnes

Asiasiga

et al. 2019

AlterNative: An International Journal of Indigenous Peoples

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Focus group interviews conducted with Aotearoa New Zealand–born Pasifika young adults aged 18–25 years highlighted their intense apprehension about the diminishing abilities of New Zealand–born Pasifika people to speak their ancestral/heritage Pasifika languages in Aotearoa. Some Pasifika languages are also declining at their homeland wellsprings. There has been no comprehensive strategic national language policy developed in New Zealand where Pasifika heritage and other community languages can flourish. New Zealand appears to default to a monocultural given where English prevails without critique. Minority languages are battling it out with each other for legitimacy of existence. Resulting from New Zealand’s failure to create a comprehensive languages strategy for all, younger generations of Pasifika neither have fluency in their ancestral languages which impact negatively on their identity security and their ability to attain critical fluency in English to thrive as their migrant parents and grandparents envisioned they would in Aotearoa New Zealand.

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Linguists and Language Maintenance: Pasifika Languages in Manukau, New Zealand

Cited by 11 publications

References 0 publications

The Influence of Language Use and Language Attitude on the Maintenance of Community Languages Spoken by Migrant Students

The Influence of Language Use and Language Attitude on the Maintenance of Community Languages Spoken by Migrant Students

Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand

“We are not privileged enough to have that foundation of language”: Pasifika young adults share their deep concerns about the decline of their ancestral/heritage languages in Aotearoa New Zealand

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