‘From a Strengths-Based Position’ – The Value of Pacific Heritage Language Maintenance in New Zealand Primary Schools

Abstract

Heritage languages are one of the essential parts of any culture around the world. Heritage languages can be defined as the languages of immigrant, refugee, and indigenous groups, used as their home language or has some form of family or heritage connection to the user. International research has shown that heritage languages contribute to students' wellbeing and academic achievement. A relatively small body of literature concerns heritage language maintenance of years 1 to 3 Pacific students in the New Zealand context. This qualitative study aims to understand teachers, Pacific families, and Pacific students' perceptions of the value of Pacific heritage language maintenance in Auckland, New Zealand, Primary schools in years 1 to 3. Three schools were chosen across different Auckland suburbs with a medium and high percentage of Pacific students. Talanoa was used to interact with teachers, Pacific families, and Pacific students through interviews and focus groups online due to the global pandemic. Critical theory was used alongside thematic analysis to interpret data. Analysis of the responses demonstrates that all participants believed in the importance of valuing and affirming Pacific languages as it contributes to the wellbeing and learning of students. There are similarities between teachers, Pacific families, and Pacific students' perceptions of how Pacific languages can be valued and affirmed. Pacific families expressed that they would appreciate more opportunities for their children to be immersed in their culture and language. Teachers desired to be more equipped to support Pacific students in maintaining their Pacific heritage languages. Children also love practical classroom activities to learn more about their culture and heritage. The results indicate significant factors to enhance Pacific heritage language maintenance in New Zealand classrooms. These factors are curriculum demands and teacher capabilities. On this basis, it is recommended that the New Zealand curriculum reflects the need to preserve Pacific heritage languages. The government must prioritise Pacific languages so that teachers can access professional development and alleviate other curriculum areas' pressures. Enhancing teacher capabilities through initial teacher education programmes and professional development opportunities might contribute to effective heritage language preservation. Further research is needed to engage more widely with larger sample sizes and different contexts across New Zealand.