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Ko Toku Reo Ko Toku Ia Mana

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Ko Toku Reo Ko Toku Ia Mana KO TOKU REO KO TOKU IA MANA: MY LANGUAGE, MY IDENTITY THE PACIFIC LANGUAGE NEST HOW LANGUAGE, CULTURE AND TRADITIONS ARE SUPPORTED AND PROMOTED FOR PACIFIC COMMUNITIES OF THE COOK ISLANDS, NIUE AND TOKELAU IN AOTEAROA NEW ZEALAND BY ALLIE AILSA HELEN GLASGOW A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education Victoria University of Wellington 2019 Abstract Within the early childhood sector of New Zealand, Pacific language nests have played a pivotal role in promoting Pacific education, language development and building Pacific communities. Pacific Island language nests have emerged as foundational contexts that have facilitated learning, family and community engagement as well as promoting cultural aspirations. This study focusses on the Pacific Nations of the Cook Islands, Niue and Tokelau Islands; all share the status of New Zealand Realm states, and have languages which are at extreme risk of language death. This research examines the extent to which families and communities engage with the language nests. It investigates challenges that impact on the support and promotion of language, culture and traditions for the Pacific language nest. This study explores practices and processes in the Pacific language nest, and how these practices are evolving and adapting within the contemporary early childhood education sector. Using a combination of Sociocultural and Indigenous theoretical framings, I apply an ethnographic approach to three case study settings. Applying the methods of observation, talanoa (informal group discussion), document, video and audio analysis, and reflective field notes applied in the study, and guidance of a Pacific advisory group I seek out the cultural, social and linguistic conceptualisations and practices that take place in the Cook Islands, Niuean and Tokelauan language nest settings. Findings from this study reveal that Pacific ECE language services are delivering programmes that embrace cultural practices in which children are immersed in culturally and linguistically rich learning environments. Language experiences are varied and designated mat time music and group sessions provide and are utilised for Indigenous language learning opportunities. The language nest provides a hub for the Pacific Island communities and the expertise of the wider family. Intergenerational participation is a significant feature. Grandparents and elders of the community, in particular, maintain a prominent role in the provision of authentic cultural and linguistic programmes for the Pacific nations of the Cook Islands, Niue and Tokelau islands. The language nest is providing a crucial role in stemming the decreasing use of vernacular language in these nations. This study provides a framing of valuable knowledge that adds to the body of knowledge and provides an in-depth understanding of the Pacific language nests of the Cook Islands, Niue and Tokelau communities in Aotearoa New Zealand. i Acknowledgments Thank you for those who have helped to sail Te Vaka on this journey: The Vananga Advisory Group: Bridget Piu Kauraka, Rita Juliana Perez Iosefa, Janet Ikiua, and in the early stages Moka Sipelu. Your considerable guidance and mentoring through all stages has been invaluable. Meitaki maata, Malo Ni, Fakalofalahi atu. The communities in this study. Thank you for welcoming me into your settings, and sharing generously with me. My Supervisors – Dr Cherie Chu and Dr Judith Loveridge, and Dr Sophie Alcock in the early stages. I am extremely appreciative of your patience, wise council, guidance and support. Thank you to the Faculty of Education for leave which has allowed me to complete my thesis. Thanks to supportive colleagues and friends for your positive encouragement. Much appreciation to Laura Van Peer and Ivy Abella for your assistance. Love and thanks to my family: Bruce; Ritia Aimee; Rangisani Tim; Wayne; Ani Grace; Niukore Lochie; Pohatu Blake; and Rangisani Finn. Thanks for sharing the highs and lows and believing that I would complete the P.H.D! Acknowledging family members who have passed during my study - My brother Tukoropanga, my father, Donald, Daniel Ellis Kauraka, Jaz and Ted. Dedication I dedicate this thesis to my parents Anne Helen Teurakura Williams Long and Donald Harris Long and my family ii Table of Contents Abstract .................................................................................................................................... i Acknowledgments ................................................................................................................... ii Table of Contents ................................................................................................................... iii Tables and Figures ............................................................................................................... 11 Chapter One The Pacific Language Nest: The Journey Begins (Hoea Te Vaka (Paddle the Canoe) .. 12 Introduction .............................................................................................................. 12 Background ............................................................................................................... 13 Foundation of the first Pacific language nests .......................................................... 13 Thesis Aims, the Research Questions and the Research Setting .......................... 17 Rationale .................................................................................................................... 18 Personal Narrative .................................................................................................... 22 Overview of Thesis Chapters ................................................................................... 26 Chapter Summary .................................................................................................... 27 Chapter Two ......................................................................................................................... 29 Chapter Two: Contextualising the Study: Traversing the Reef ...................................... 29 Introduction .............................................................................................................. 29 Traditional religious beliefs and practices. ............................................................... 32 Spirituality. ................................................................................................................ 32 Missionary influence. ................................................................................................ 33 Peruvian Slave Traders (Black birders). ................................................................... 34 Colonial education. ................................................................................................... 35 1940-1960s in Aotearoa. .............................................................................. 36 Moves to internal self-government. ............................................................. 36 Pacific population in Aotearoa New Zealand Post World War 2................. 37 The emergence of the Pacific language nests............................................... 39 Chapter Summary .................................................................................................... 40 Chapter Three Literature Review: Observing the Wind, Waves and Stars ............................................. 42 Introduction .............................................................................................................. 42 Language Maintenance, Loss, and Revitalisation ................................................. 42 Bilingualism and language immersion. ..................................................................... 50 Quality immersion bilingual language programmes. ................................................ 53 Language Nests in Aotearoa New Zealand/ Aotearoa New Zealand studies ...... 54 Maori Kohanga Reo: Language nests in Aotearoa. ................................................... 54 Role of the church and spirituality. ........................................................................... 58 Quality measured from Pacific principles. ................................................................ 59 Parent and Community involvement in the Pacific language nest ...................... 60 iii Parent involvement.................................................................................................... 60 Community involvement. .......................................................................................... 63 Chapter Summary .................................................................................................... 68 Chapter Four Theoretical Frameworks: The Knowledge of the Navigators .......................................... 69 Introduction .............................................................................................................. 69 Rogoff’s Three Planes of Analysis ........................................................................... 70 The personal plane. ................................................................................................... 71 The interpersonal plane. ............................................................................................ 72 The community/institutional plane. .......................................................................... 74 Communities of
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