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ERIC Number: EJ822543
Record Type: Journal
Publication Date: 2009-Jan
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Pasifika Students: Teachers and Parents Voice Their Perceptions of What Provides Supports and Barriers to Pasifika Students' Achievement in Literacy and Learning
Fletcher, Jo; Parkhill, Faye; Fa'afoi, Amosa; Taleni, Leali'ie'e Tufulasi; O'Regan, Bridget
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n1 p24-33 Jan 2009
The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. Our previous research accordingly asked Years 5-9 Pasifika students in mainstream schools in the South Island of New Zealand to tell us what they saw as supports and barriers to their literacy learning. The study that is the subject of this present article built on that research by asking the teachers and parents of Pasifika students in a cluster of schools to state what they thought supported or hindered literacy learning for these youngsters. Our particular aim was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students during the primary school years. The research found that Pasifika students' literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand