Appendix I

138 Pages·2017·1.34 MB·English

by  Puniani, Talaifina Monalisa

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thesis.
The language environment of primary school
aged children in Tonga

A case study of 4 children.

A thesis
submitted in fulfilment
of the requirements for the degree
of
Masters in Education
at
The University of Waikato
by
Talaifina Monalisa Puniani

2017
ABSTRACT
The Ministry of Education and Training in Tonga’s direction for its language policy has
recently changed and at present, all the local schools are expected to implement
effectively the new language policy that was in place in the early 2000’s. Under the
UNESCO and the World Bank’s influence, the new language policy articulates the
teaching of children from an early age in their local vernacular to establish literacy in
the first language before the introduction of English at Class 3 of the primary school
level.
This study was conducted in light of this new policy, to explore from a primary school
in Tonga the language environments that children experience to identify whether or
not the language input they receive is sufficient for balanced bilingualism to be
supported. The study also was a way to explore children’s understanding of their
language environment and choices. It was a way to help out parents and teachers
understand the kind of language environment that fosters balanced bilinguals.
The scope of this study, being a Master’s thesis, allowed me to use a case study for
this research. Four participants from a primary school in Tonga was used for collection
of the data. The research took on a qualitative approach with data being generated
using two main methods: field observations (both in the classroom and at home) and
a focus group interview. The data generated from these methods captured what was
observed in the participant’s natural environment setting (i.e. the classroom and at
home) which included what language is used, who said it and to whom, the activities
that were done during the use of language (i.e. what the participants did). The data
also provided the childrens’ own views of their language choices without the influence
of adults to think for them.
It was apparent from the research that although the language policy in place was
affirmative of students being bilinguals, there was a huge gap that student participants
were experiencing with their language input especially with the use of English and with
being given the opportunities to use language to ensure that they have learnt and
mastered the input they have received. Both the observations and the focus group
identified the dominance of the teacher in the classroom and the very few chances of
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input for students especially on their L2 and especially the opportunity to practice and
use both the Tongan and the English language.
The research therefore has indicated the fact that while teachers are indeed following
part of the prescription of the language policy in Tonga in terms of exposing and
establishing a firm foundation on the children at an early age to Tongan, they are not
following it with respect to providing English input. The research hence suggests some
implications not just for teachers but for the education system to address because
there is a crucial need for all parties involved (administration, teachers, parents and
students) to work collaboratively to identify and to address and improve the quantity
and the quality of language input students receive.

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ACKNOWLEDGEMENTS
I would like to take this opportunity to express my heartfelt and sincere thanks to the
following people who have made it possible for me to make it to the end of my journey
as a student at Waikato University.
First and foremost, I would like to thank the ONE and only true God that exists in this
earth for his grace and unending love and kindness and his guidance during this
journey. Without him, I would not have had the courage to complete this paper.
To my parents, Mosese Fainga and ‘Ilaise Puniani. I have nothing but love for you both
and gratitude that you are both still well to support me during this journey. Time spent
away from you two was utter pain but thank God for the support you have given me to
keep going. Thank you also to all my brothers and sisters and their families: Brother
Sione, Tema and Fainga Si’i (Otara), Sister Salote, Jonathan, Genevieve and
Fonokimoana (Singapore), Sister Mohulamu, ‘Eneasi, Tevita, ‘Iunisi and Telefoni
(Otara), Sister Kulia, Laukau, Sean, Sione, Tevita, Matamoana, ‘Ilaise Jr and Misinale
(Hamilton), Brother ‘Okaleni, Vili Si’i, Sonya, Natalya, Gulio, Vaioleti, Dylan
(Manurewa), Sister Feangai Folau, Star, Kesa, Kato and ‘Etu (Mangere). Aunty
Kaluseti Sevele and your family. Second mother: Po’alo’i Vaima’ali Tavake (Puke),
Brother Toutai Tavake, Brother Toetu’u, Lini, Po’alo’i, Keleise and Lisa (Puke); and
Brother: Va’emolo and his family (United States of America). Thank you all for 2 and
a half years of support here in New Zealand while me and my son struggled to
complete my studies. I do not know how to thank you all enough but pray that God will
bless you all abundantly for your love and support.
To my supervisor, Associate Professor Margaret Franken. I do not have enough words
to express how grateful I am for your untiring efforts in supporting me with your
professional guidance during the course of this study. I have learnt from you and have
grown in my passion and love for language simply because I have learnt from the best.
Thank you from the bottom of my heart and to your daughter as well for the help and
love shown during this study. May God, bless you abundantly with hope that you will
continue to support me should I need advice regarding issues with language in my
country.
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To the staff of the scholarship office for NZAID Programme at Waikato International
office: Deone Taylor, Thomas McDonald, Rachael Elliot, Catriona Chyde, and Huy Vu.
Your support has immensely helped me and made things easy for me while I was at
Waikato. I really appreciate all the help and the encouragement that you have given
me during the course of my study.
To the Chief Education Officer of the Ministry of Education and Training (Tonga), Mr.
Claude Tupou, Lucy Moala Mafi and all the staff of the head office; Principal and the
staff of the participating school and staff from the scholarship office in Tonga. Thank
you for supporting me and for all assistance granted to allow me to do this study in the
site of the research.
To the four student participants of this study and their families. This study would not
have been completed without your contribution, your passion, your time, and your
willingness to help me as a fellow member of our society. I am hopeful that your
contribution through this study will help support language development in Tonga’s
Ministry of Education in the near future.
To all my relatives and friends who have taken the time to wish me well and to pray
for me during this course of study, I am truly blessed and grateful for all your support.
Finally, to my family. My 9-year-old son, Paea-I-Aotearoa Puniani. I thank God, every
day for blessing me with you. 2 and a half years of your being by my side has made
this journey bearable. Thank you, son, for enduring all the hardships for your Mum’s
sake and for always being the rock that help me see what we can achieve in the future.
The love of my life, Tomasi Vaea. Thank you for forever praying and giving our family
to the Lord and for enduring the times spent away from us so that we will complete
this journey together. To our unborn baby. Although it’s a few more weeks before we
get to greet you, you have been patient with me during this journey. Thank you for
bearing with Mum.
From the very bottom of my heart, I dedicate this thesis to my parents, my brothers
and sisters and my little family.
Fakafeta’i ki he ‘Eiki ma’u ai pe pea ke ‘o ‘ona ai pe ‘a e kololia mo e Langilangi.
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CONTENTS

ABSTRACT ................................................................................................................................................. i
ACKNOWLEDGEMENTS .......................................................................................................................... iii
LIST OF TABLES ..................................................................................................................................... viii
CHAPTER 1 INTRODUCTION ............................................................................................................... 1
1.1 Background to the Tongan Language Context ........................................................................ 1
1.2 Culture and Language in Tonga............................................................................................... 2
1.3 The new national language policy in Tonga ............................................................................ 4
1.4 The present study ................................................................................................................... 6
1.5 Overview of the thesis ............................................................................................................ 8
CHAPTER 2: LITERATURE REVIEW ........................................................................................................... 9
2.1 Introduction ............................................................................................................................ 9
2.2 The context of language policies in the Pacific ....................................................................... 9
2.3 Early language policies in Tonga ........................................................................................... 12
2.4 Current educational reform and national language policy in Tonga ................................... 14
2.4.1 Tonga’s current language policy .................................................................................. 15
2.5 Bilingualism ........................................................................................................................... 17
2.5.1 Subtractive bilingualism ................................................................................................ 18
2.5.2 Additive Bilingualism ..................................................................................................... 20
2.5.3 Balanced Bilingualism ................................................................................................... 21
2.5.4 Language input .............................................................................................................. 23
2.5.4.1 Quantity of input ....................................................................................................... 24
2.5.4.2 Quality of input ............................................................................................................. 25
2.5.4.3 Code Switching .............................................................................................................. 26
2.6 Conclusion ................................................................................................................................... 28
CHAPTER 3: METHODOLOGY ........................................................................................................... 30
3.1. Introduction ............................................................................................................................... 30
3.2 Research Design .......................................................................................................................... 30
3.3 Methods and procedures involved ............................................................................................. 31
3.3.1 Research site ........................................................................................................................ 31
3. 3.1. 1 Overview of the school ................................................................................................... 31
3.3.1.2 Overview of participants and the nature of their environments ..................................... 32
3.3.2 Gaining informed Consent from participants ............................................................... 35
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3.3.3 Assuring participants of the right of withdrawal .......................................................... 36
3.3.4 Assuring participants of confidentiality and anonymity ............................................... 37
3.4 Data collection method ............................................................................................................... 37
3.4.1 Observation data: Classroom observation and Home observation ................................. 37
3.4.2: Focus group semi-structured interview .............................................................................. 38
3.5 Data Collection Procedures ......................................................................................................... 39
3.6 Methods of data analysis ............................................................................................................ 39
3.7 Conclusion ............................................................................................................................. 41
CHAPTER 4: THE FINDINGS ................................................................................................................... 42
4.1 Introduction ................................................................................................................................ 42
4.2 Field Observations ...................................................................................................................... 42
4.2.1 Classroom Observations ............................................................................................... 42
4.2.2 Home Observations ...................................................................................................... 48
4.3 The Focus Group Interview ................................................................................................... 52
4.3.1 Language exposure in interactions with others ............................................................ 52
4.3.2 Language exposure in the media .................................................................................. 54
4.3.3 Language preference ................................................................................................... 55
4.4. Conclusion ............................................................................................................................. 57
CHAPTER 5: DISCUSSION ....................................................................................................................... 59
5.1 Introduction .......................................................................................................................... 59
5.2 Discussion of analysis .................................................................................................................. 59
5.2.1 Quantity of input ........................................................................................................... 59
5.2.2 Quality of input ............................................................................................................. 61
5.2.3 Opportunities for children to use language - specifically English ................................ 63
5.3 Language Policy ..................................................................................................................... 64
5.4 Recommendations ................................................................................................................ 68
5.4.1 For teachers .................................................................................................................. 68
5.4.2 For parents .................................................................................................................... 69
5.5 Conclusion ................................................................................................................................... 70
CHAPTER 6 CONCLUSION ................................................................................................................ 71
6.1 Introduction .......................................................................................................................... 71
6.2 Summary of what the study found ............................................................................................. 71
6.3 Limitations to the research ................................................................................................... 71
6.3.1. Formal procedures ....................................................................................................... 71
6.3.2. School Routines ............................................................................................................ 72
6.3.3 Researcher vs expectation of parents .................................................................................. 73
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6.3.4 Confidentiality during research..................................................................................... 73
6.4 Implications for future research ........................................................................................... 74
6.5 Implications for future practice ............................................................................................ 75
6.6 Conclusion ............................................................................................................................. 76
REFERENCES .......................................................................................................................................... 78
APPENDICES .......................................................................................................................................... 86
Appendix A: Observation schedule ........................................................................................... 86
Appendix B: Semi-structured Interview questions for focus group (English) ........................ 87
Appendix C: Letter to the Ministry of Education and Training, Tonga. ................................. 89
Appendix D: Invitation letter and consent form for the Principal ......................................... 90
Appendix E: Invitation letter and consent form for teachers (English) ................................ 93
Appendix F: Invitation letter and consent form for parents or caregivers (English) .............. 99
Appendix G: Invitation letter and consent form for student participants (English) ............. 105
Appendix H: Table for analysis of data from the classroom observations .............................. 109
Appendix I: Table for analysis of data from home ..................................................................... 114
Appendix J: Transcript for Focus Group ........................................................................................ 116

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LIST OF TABLES
Table 1: Percentages for guidance of language of instructions in 16
Tongan classrooms.
Table 2: Weekly time allocation for use of English and Tongan as 16
Language of instructions.

Table 3: Frequency of language used in different activities at school 43
Table 4: Overall Percentages of language use at school 45
Table 5: Categories of activities carried out at school 45
(curriculum related or not)
Table 6: Frequency of language activities used at home 50
Table 7: Overall Percentages of language use at home 50

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