The role of the Samoan culture (fa’asamoa) in the development of its childrens’ literacy skills

Abstract

This thesis investigated storybook and Bible reading activities in Samoan families from Samoa and in New Zealand. There were ten families observed in Samoa from the villages of Nofoali'i and Matautu, Falelatai. In New Zealand, eight Samoan families were observed from the South Auckland suburbs of Mangere, Papatoetoe and Otahuhu. All eighteen children were aged between three and four years of age, at the time of the study. Four reading activities were observed. These were: (i) Familiar Text - provided by the families (ii) Unfamiliar Text 1 ("Ole Maile'') - provided by the researcher . (iii) Unfamiliar Text 2 ("Leiloa'') - provided by the researcher (iv) Samoan Bible (0 le Tusi Paia) - provided by the families. The readings of each text were audio and video recorded twice, the duration of each session being fifteen to twenty minutes. There were similarities and differences between the two groups of families (Samoa and New Zealand). Families at each site used one or more of the six different routines termed: Tauloto Routine/Performance Routine; Narrative Question Routine; Reading Routine; Display Question Routine; Tag Question Routine and Child Initiating Routine the Bible reading sessions, all eighteen families used the Tauloto Routine almost exclusively. Families in Samoa produced more of the Display routine than those observed in New Zealand while the New Zealand families had a higher percentage of Narrative question and Reading Routines when reading storybooks. It is argued that the presence of these routines is a reflection of the significant role that fa'asamoa plays in the acquisition of preschooler's literacy skills. The patterns are characteristic of the symbolic systems and beliefs that Samoan society holds as it's cultural model. Differences between family groups show the presence of multiple messages for socialization and the potential for variation across sites. The patterns also show literacy learning of Samoan children occurring in conjunction with Church-related methodologies of teaching and learning. The study contributes to understanding the psychological development of Samoan children and contradictions to culturally based theories of literacy development. Future research on Samoan socialization patterns is needed.