Teaching with Digital Tools in the Linguistically and Culturally Responsive Literacy Programme

Abstract

The success of Pasifika learners in English-medium classrooms, particularly in the area of literacy, continues to be an educational priority across New Zealand learning communities. While the Ministry of Education Statement of Intent 2014 to 2018 highlights the importance of high quality teaching that “supports and incorporates Pasifika students’ needs, identity, language and culture into their learning experiences” (Ministry of Education, 2014a, p.12), there is minimal research that explores and provides rich illustrations of exactly how New Zealand primary teachers are doing this, particularly in the digital learning space. This qualitative, multi-site case study explores how four primary teachers are utilising their Pasifika learners’ linguistic and cultural capital, particularly through the use of digital tools for literacy learning. Sources of data were generated through the use of semi-structured interviews, classroom observations, focus group conversations with Pasifika learners and examination of teacher and classroom blogs. Si’ilata’s (2014) dimensions of effective practice for Pasifika learners were used as a framework to underpin the study and inform the data analyses. Analysis of findings suggested that the teachers were utilising their Pasifika learners’ linguistic and cultural capital through the use of digital tools in a multitude of ways. These included creative and collaborative literacy tasks, deliberately planned to connect with and build on Pasifika learners’ oral, visual and written language skills, in both their first languages and in English. However, in order to deeply embed the dimensions of effective practice for Pasifika learners, it was clear that a high level of expertise, pedagogical knowledge and an unrelenting commitment to equitable Pasifika learner achievement outcomes were critical. While various challenges were identified, the teachers adapted their practice to overcome these and facilitated literacy programmes in which their Pasifika learners’ linguistic and cultural capital were reflected, valued and normalised not only in the physical classroom space, but also in the digital learning space.