Findings on Emergent Bilinguals in a Digital World

Niki Davis & Leali'ie'e Tufulasi Taleni

With Leona Harris, Saili Aukuso, Una Cunningham, Lia de Vocht, Jeanette King, Lesieli Tongati'o, University of Canterbury

Each child’s interacting linguistic landscapes

Home

Digital worldEducation

Design intentionally to• improve flow of languages• legitimise children’s languages & cultures• share aspirations & strategies

1 minute view of ECElandscapes & web site

Aotearoa New Zealand is linguistically “super diverse” & Māori language threatened (RSNZ 2013; Census, 2013)

Children growing up with more than one language have linguistic repertoires straddling languages (Cunningham & King 2017)

Emergent bilingual children

Lifelongwellbeing & education

Māorilanguage

revitalisation

Lost in landscapes

dominated by English

Evidence has English bias

Method / Tukanga / Auala e Su'esu'e ai

• Research co-constructing effective multilingual landscapes for children

• Ethnographic cases within Māori Braided Rivers framework

• 8 early childhood centres + 5 primary schools + library + community >= 14 case studies

• Workshops validate & upscale • Web includes ‘Pop up’ workshops • Community engagement Jan Dobson You

Matter To Us consortium

The digital world is

• minimized in early childhood landscapes• a communication channel • used to inform parents & communities • managed in homes with siblings• complex – a hunger for guidance

Practice in 2016 increased in 2017E te AtuaWhakapainga ēnei kaiHei oranga mō ō mātou tinanaWhāngaia hoki ō mātou wairua ki tetaro o te oraKo Ihu Karaiti tōmātou ArikiAke, ake, akeAmine

Policy Guidance• Curriculum responses

– ECE Te Whāriki + DT/HM curricula

• Co-construct & gift to whole world• Languages Policy Guidance Note for leaders

“I have passed your guidance note onto Ministry officials to refer to as part of the Ministry's wider work on language policy

development.”

“A child’s life is like a mat where

everyone weaves a strand.”

References / TohutoroO Mau Fa'atatauAukuso, S. (2017). Logomalie le faasoa taugagana i le moa o le taulaga. Ola Pulletini A’oga, 14 August 2017, Retrieved from www.ola888.comCenoz, J., & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism,3(1), 67-80. doi:10.1080/14790710608668386 Cunningham, U. (2011; 2018). Growing up with two languages. (3rd ed.) London & New York: Routledge. Davis, N.E. & de Vocht, L. (2017). Response to Digital Technologies curriculum. Unpublished.King J. & Cunningham U.M. (2017). Tamariki and fanau: child speakers of Māori and Samoan in Aotearoa/New Zealand. Te Reo 60: 29-46. Harris, L. (2017). An ethnographic case study of an award-winning Maori immersion early childhood centre. (Unpublished M.Ed. Thesis) Christchurch: University of Canterbury.Harris, L., Davis, N.E., de Vocht, L. et al (2018). Greening linguistic landscapes in support of emergent bilinguals in early childhood education: The contribution of digital technologies. In preparation.Macfarlane, A. H., Macfarlane, S., & Gillon, G. (2015). Sharing the food baskets of knowledge : Creating space for a blending of streams. In A. H. Macfarlane, S. Macfarlane & M. Webber (Eds.), Sociocultural realities: exploring new horizons (pp. 52 - 67). Christchurch: Canterbury University Press.Manches, A. & Ploughman, L. (2015). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1), 191-201.McPake, J., Plowman, L., & Stephen, C. (2013). Pre-school children creating and communicating with digital technologies in the home. British Journal of Educational Technology, 44(3), 421-431. Ministry of Education (n.d.). Guiding principles of LEAP (Language enhancing the achievement of Pasifika). Retrieved from http://pasifika.tki.org.nz/LEAPShohamy, E. (2015). LL research as expanding language and language policy. Linguistic Landscape, 1(1), 152-171.Taleni, T. (2017). ‘E saili i tautai se agava’a - A true leader masters the art of navigation: The impact of effective leadership in raising engagement and achievement of Pasifika learners in New Zealand schools. (Unpublished M.Ed. Thesis) Christchurch: University of Canterbury.

https://tinyurl.com/EBinDW#EBinDW

AcknowledgementsNgā mihi / Fa'afetai

This research forms part of the National Science Challenge: A Better Start, funded by the Ministry of Business, Innovation and Employment (MBIE)

[Grant number 15-02688]

This research is part of Emergent bilingual growing up in a digital world. The participants and research team are gratefully acknowledged.

Niki Davis & Una Cunningham lead this strand of the research as co Principal Investigators.