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Researchspace@Auckland http://researchspace.auckland.ac.nz ResearchSpace@Auckland Copyright Statement The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). This thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: • Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. • Authors control the copyright of their thesis. You will recognise the author's right to be identified as the author of this thesis, and due acknowledgement will be made to the author where appropriate. • You will obtain the author's permission before publishing any material from their thesis. To request permissions please use the Feedback form on our webpage. http://researchspace.auckland.ac.nz/feedback General copyright and disclaimer In addition to the above conditions, authors give their consent for the digital copy of their work to be used subject to the conditions specified on the Library Thesis Consent Form and Deposit Licence. `Osi kia Velenga: An educational quest for academic success in literacy for Tongan students in New Zealand Maryanne Feifai Pale A thesis submitted in complete fulfilment of the requirements for the degree of Doctor of Philosophy in Education, The University of Auckland 2013. Abstract This study focused on a group of 101 Tongan students within the middle and upper levels of primary schools in New Zealand. It examined the hypothesis that explicit vocabulary instruction, using an educational intervention, can positively impact on Tongan students’ reading comprehension and contribute to the improvement of their reading achievement. The implementation of the educational intervention in this study yielded increased instances of teacher instruction and student participation within guided reading lessons that linked to elements of defining and elaborating on vocabulary. In addition, the achievement scores of the Tongan students, using the Supplementary Tests of Achievement in Reading1 (STAR) assessment, demonstrated positive and statistically significant gains in stanines2. Notably, over two phases marked statistically significant gains (with large effect sizes) at stanines above initial levels that were observed at baseline for the Tongan students in this study thus supporting the acceptance of the hypothesis to be true. It is argued that the identity of a Tongan learner needs to be set apart from that of a Pasifika learner, English language learner (ELLs), an English Speaker of Other Language (ESOL), and a bilingual learner, in order to adequately address the learning needs and the learning interests of the Tongan learner. By this means, the Ako Conceptual Framework was developed by the researcher within this study to offer culturally relevant notions and fundamental concepts to the considerations for the 1 A New Zealand standardised test in reading (explained in detail in Chapter 5). 2 A stanine is a method of scaling test scores on a nine-point standard scale with a mean of 5 and a standard deviation of 2. i development of culturally responsive pedagogies3 in the education of Tongan students in New Zealand and abroad. In addition, the Ako Conceptual Framework observes Tongan strengths-based principles, values and educational concepts that are of relevance to the quest for academic success of Tongan students. It is argued that the current New Zealand Government initiatives aimed to support the identity of the Pasifika learner neglects to inform specific practices that could transform the Tongan students’, and other ethnic-specific groups, experiences of low achievement or underachievement within New Zealand schools into successful outcomes. 3Pedagogy is the method and practice of teaching particularly as an academic subject or theoretical concept. ii Acknowledgements Ko e koloa `a Tonga ko e fakamālō is a well known Tongan saying which means Tonga’s wealth is in the form of expressing thanks. Accordingly, I would like to take this opportunity to offer my gratitude to all who have supported me throughout the course of this study. To God be all the glory and honour! I give thanks unto God for His love and grace upon my life. I am truly grateful for His faithfulness. To my academic mentor and primary research supervisor Dr Meaola Amituanai- Toloa, your academic guidance, cultural perspective and continuous support contributed tremendously to the start and the completion of this study. Your time, teachings and leadership are invaluable for which I am truly grateful. This course of study prevailed against rising tides and you steered me in the right direction. I am indebted to you for your kindness. Mālō `aupito. To my secondary research supervisor Professor Stuart McNaughton, you played a prominent role at the start and the completion of this study. I am utterly grateful for the opportunities that you provided me with which led me onto this journey. Thank you for your academic guidance, professional support and your inspiring leadership. I am indebted to you for your generosity. Mālō `aupito. To the Principals, the Tongan bilingual teachers and the Tongan students, whom I cannot name individually due to confidentiality and privacy reasons, thank you all for providing me with the opportunity to work alongside each of you in the navigation of this study. This study would not have been possible without your permission and your willingness to participate and share your knowledge. I truly appreciate the support that was shown. Mālō `aupito. iii To the New Zealand Ministry of Education, as a recipient of the Pasifika Research Study Award for two years in a row, I am deeply grateful for the financial assistance that I received. Mālō `aupito. To Honourable Lupeolo Halaevalu Moheofo Virginia Rose Tuita, I am honoured and humbled for your ongoing support and love. Mālō `aupito. Tu`a `Eiki `ofa atu. To Dr `Ana Taufe`ulungaki, Dr Linitā Manu`atu and Dr Melenaite Taumoefolau, I am grateful for the time and advice that you each provided me with during the course of this study. Your leadership and inspiration are truly appreciated. Mālō `aupito. To all the staff members of the Woolf Fisher Research Centre and the School of Curriculum and Pedagogy, Dr Libby Limbrick, Professor Judy Parr, Dr Margaret Kitchen, Dr Constanza Tolosa, Dr Sue Gray, Maree Jeurisse and Dr Rebecca Jesson, your support and the sincerity of your words have made the journey through this course of study a pleasant experience. Mālō `aupito. To Deon Kāne and Nancy Baker, thank you for granting me with the permission and the license to use a copy of the late Herbert Kawainui Kāne’s painting ‘Kalia of Tonga’ in this thesis. I am honoured and I truly appreciate it. Mālō `aupito. To artist Martin Leung-Wai, thank you for sharing your artistic skills which helped to bring the Ako Conceptual Framework to life in the visual sense. I truly appreciate your time and support. Mālō `aupito. iv To my fellow PhD graduates and PhD candidates, Dr Papali`i Moeimanono Fouvaa, Dr Mo`ale `Otunuku, Dr Binh Tran, Dr Kane Meissel, Seini Taufa, Sue Bedford and the doctoral students in the School of Curriculum and Pedagogy, I have appreciated the conversations and learning experiences that I have shared with each of you. Best wishes to you all. Mālō `aupito. To the staff members at Pasifika Success, Sofi and Meryl Ulugia-Pua, Tim Baice, Netti Collins thank you for your support and kindness. I am truly grateful. Mālō `aupito. To Reverend Siosiua Mōlia Tu`itupou and family, Reverend Mōsese Manukia and family, Reverend Mōsese Vakasiuola, the late Siosiua Finau, Mele Finau, Lavinia and Mohetonu Lōsaki, `Ilafehi Lātūselu, the kalasi `aho and the members of the Onehunga Tongan Methodist Church, I am blessed and thankful for all your prayers. Mālō `aupito. To my mehikitanga (aunty) Poaki Folau Pale Taumoepeau, my uncle Manu `o Pangai Misinale and all my extended family members in Tonga, New Zealand, Australia and the United States of America, thank you all for your ongoing support, love and prayers. Mālō `aupito pea `oku ou `ofa lahi atu kiate kimoutolu. To my dearest parents Lauloe and Sinai Kakala `Akanesi Pale, thank you both for your unconditional love, your endless encouragement and your unwavering prayers over my life. I have learned from you both that when you give to someone or to a task, that you give it your absolute best and to do so with gratitude. Thank you both for keeping me motivated, determined and grounded in faith. I honour both your sacrifices and hard work over the past years with this piece of work. I truly appreciate you both. `Oku ou `ofa lahi atu kiate kimoua. Mālō `aupito. v To my younger sister Loleine Poaki Pale-Finau, you have strengthened me in all my endeavours for which I am deeply grateful. Thank you for being a consistent source of empowerment in my journey. You are my blessing and I truly appreciate you. To my brother in-law Tala`ofa Finau, thank you for your kindness and support over the years. I truly appreciate it. Mālō `aupito pea `oku ou `ofa lahi kiate kimoua. To Ikamafana and `Alisi Tameifuna, Sāmiuela and my late Melenaite Langi, `Isileli and Selemana Misinale, George and Sina Ma, `Ofa Blake, Tautalanoa and Kilisitina Lili Pome`e, Kalolo and Geri Pale and all my Aunties and Uncles, thank you all for loving me as your daughter. Your guidance is much appreciated. I am truly blessed. Mālō `aupito pea `oku ou `ofa lahi atu kiate kimoutolu katoa. To Benjamin and Melenaite Tameifuna, Fapiola Vea, Heleine Langi, Brian and Lata Langi, Hāloti and Sinai Pauni, Manase Lua, Amanda Pritchard, Serra Petaia, Celia Ma, Lally Ma, Julie Pahulu, Sophie Jillings, Seini Taufa, Heimataura Fulivai and Christina Hale, my life is a wonderful journey with you all in it! Thank you for doing this journey with me and for looking out for me as your sister.
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