Samoan teachers' perceptions of learners' home literacy practices : Making connections for classroom language learning: Soso'o le fau ma le fau

Abstract

The vision of Samoa's education is "to provide a quality education system that recognizes and realizes the spiritual (faaleagaga), cultural (faaleaganuu), intellectual (atamai) and physical (faaletino) potential of all participants, enabling them to make fulfilling life choices" (Ministry of Education, Sports, and Culture, 2006, p.4). Teachers who know their learners' languages, families, and cultural backgrounds are more likely to realize this vision. This knowledge will enable the transfer and connections between texts, languages, and literacies and between home and school for improved outcomes. However, little is known about the relationship between home literacy practices, school literacies, and teaching practice in Samoa, although teaching practices in primary schools reflect faasamoa ideologies and perspectives (Pereira, 2006). Given the limited number of studies on home literacy practices and classroom language teaching in a Samoan context, this study will contribute to this field by providing findings to inform relationships between home and school literacies. A qualitative approach is used to investigate four primary teachers' perceptions about home literacy practices for classroom language teaching. Observations and talanoa were used for data collection to answer this study's primary and secondary questions. The study found that teachers' view of learners is determined by their identity and where they come from, including their home learning environment. Students come with knowledge of oral skills, Samoan alphabetical knowledge, fatuga (songs, chants, solos, verses), and cultural values from home. This study argues that teachers' use of teaching practices connected to students' home practices contributed to their engagement, participation, and ability to participate in classroom learning. A key finding is that teachers value the home literacy practices of learners and can make a connection between home and school literacy practices. Findings from this study contribute to the small body of research about home literacy practices and classroom language teaching in a Samoan context. However, there are implications for teachers to consider in providing holistic reading programmes emphasizing a variety of Samoan reading texts and resources for supporting reading comprehension. While evidence of strategies for teaching Gagana Samoa is discussed, the need to look at the effectiveness of strategies in supporting reading comprehension is critical.