Early Language and Literacy Learning Policies in Thailand and New Zealand to Respond to the Diversity in Early Childhood Education

Abstract

Inequality in education, including language and literacy learning, has increased (UNESCO, 2015). Thailand is one of the countries facing this situation. Pharcharuen et al. (2021) found that while children's illiteracy rate in Thailand has decreased, literacy gaps persist among dominant and culturally and linguistically diverse children. Similarly, New Zealand studies found that Māori and Pacific children's literacy performance was below the national average. A national curriculum shapes pedagogies and influences children's learning experiences and achievements. The national early childhood education (ECE) curricula of both countries share, to a certain extent, similar beliefs regarding recognising family culture and identity to support children's early language and literacy learning. This qualitative study used the Document Analysis (DA) method to examine four policy documents from each country, including their national curricula and associated documents. The key ideas of funds of knowledge and critical literacy were utilised to analyse how both countries' policies cater for children with diverse cultural and linguistic backgrounds. This study found that both countries' documents recognise the importance of working collaboratively with family and community. However, these policies have yet to explain how teachers engage with parents, whether exchanging children's information or actively participating in planning, organising and assessing children's learning. While Thailand's ECE policies only promote children's home language and culture in the home context, New Zealand policies ensure that children's language and culture will be affirmed in ECE services. However, specific statements about children's languages and cultures remain relatively low. Even though both countries' policies encourage children to learn through various modes of literacy, and respect and embrace diversity in society, the study found that both countries need to clarify the relationship between children's age, learning practice, and expected learning outcomes. Programme quality in both countries relies on teachers' knowledge and skills. Finally, both countries do not explicitly explain the connection to diversities; although there are some implicit statements about diversity and equity issues. Therefore, Thailand and New Zealand ECE policies have yet to fully respond to diverse cultures and languages in the ECE context, potentially leading to language and literacy disparities between dominant and culturally and linguistically diverse children.