What are the key learning and teaching factors for effective education for Pasifika learners in New Zealand?
There are many key learning and teaching factors that enhance education for Pasifika learners. This report will discuss the key factors in regards to the recommendations from the Ministry of Education (2013) report for Pasifika families working with the special education services. Pasifika education is a shared responsibility and therefore the report will be applied to teachers, speech language therapist’s (SLT), families and learners.
Improve professional cultural intelligence and sensitivity
The first priority focuses on up-skilling of Pasifika and non-Pasifika professionals to increase satisfaction and the engagement of Pasifika …show more content…
Pasikale and Wang (1998) defined holistic approaches as taking in the emotional, physical and academic needs of learners. This may also include contacting family and other key individuals. Holistic practice can result in strong rapport and relationship building between professionals and clients (Shipley, & McAfee, 2009). The maintenance of relationships and services is one of the sub-recommendations that fall under working holistically. A study produced by Hawk, Cowley, Hill and Sutherland (2002) found that the relationship between the teacher and the student is considered crucial for educational success in Pasifika individuals. In this, empathy appeared to be the most predominant factor for having an effective relationship. Furthermore, students reported that their teachers who were caring, respectful, going the extra mile, had passion to enthuse and motivate, patience, perseverance and belief in their ability resulted in a good work ethic and academic success for Pasifika learners. These qualities appear to feature in many Pasifika values, including fa’aaloalo (respect), feagaiga (covenant between others) in the Samoan culture and fefaka’apa’apa’aki (mutual respect), lototoo (humility and generosity), tauhi vaha’a (loyalty and commitment) in the Tongan culture (Anae, 2014; Tonga Tourism Authority, 2014). Therefore, it is understandable why Pasifika learners learn best when …show more content…
The Ministry of Education (2013) highlighted that the ability of some professionals understanding different cultural protocols was perceived as a strength by those participating in the study. Within this, families reported a positive relationship with those professionals that could use Pacific languages. Aso believed that there should always be a Pasifika professional who can answer questions in their native tongue (Ministry of Education, 2013). This has been recognised by the Ministry of Education (n.d.a) and as a result they plan to increase the number of registered Pasifika teachers by 20% by 2017. Unfortunately, with only 33.2% of Pasifika individuals gaining university entrance in 2012, the availability of Pasifika professionals working in special education may be still be limited (Ministry of Education, n.d.b). Pasikale, & Wang (1998) noted a preference for employing Pasifika individuals, however many employees were hired based on qualifications, not ethnicity. This is why it is vital for NZ/European professionals (like myself) working with Pasifika individuals to take a holistic approach, including knowledge and use of the language. The use of interpreters and translators is also highlighted as a key resource when working with Pasifika families as an SLT, along with ensuring that the immediate and extended family is
There are many key learning and teaching factors that enhance education for Pasifika learners. This report will discuss the key factors in regards to the recommendations from the Ministry of Education (2013) report for Pasifika families working with the special education services. Pasifika education is a shared responsibility and therefore the report will be applied to teachers, speech language therapist’s (SLT), families and learners.
Improve professional cultural intelligence and sensitivity
The first priority focuses on up-skilling of Pasifika and non-Pasifika professionals to increase satisfaction and the engagement of Pasifika …show more content…
Pasikale and Wang (1998) defined holistic approaches as taking in the emotional, physical and academic needs of learners. This may also include contacting family and other key individuals. Holistic practice can result in strong rapport and relationship building between professionals and clients (Shipley, & McAfee, 2009). The maintenance of relationships and services is one of the sub-recommendations that fall under working holistically. A study produced by Hawk, Cowley, Hill and Sutherland (2002) found that the relationship between the teacher and the student is considered crucial for educational success in Pasifika individuals. In this, empathy appeared to be the most predominant factor for having an effective relationship. Furthermore, students reported that their teachers who were caring, respectful, going the extra mile, had passion to enthuse and motivate, patience, perseverance and belief in their ability resulted in a good work ethic and academic success for Pasifika learners. These qualities appear to feature in many Pasifika values, including fa’aaloalo (respect), feagaiga (covenant between others) in the Samoan culture and fefaka’apa’apa’aki (mutual respect), lototoo (humility and generosity), tauhi vaha’a (loyalty and commitment) in the Tongan culture (Anae, 2014; Tonga Tourism Authority, 2014). Therefore, it is understandable why Pasifika learners learn best when …show more content…
The Ministry of Education (2013) highlighted that the ability of some professionals understanding different cultural protocols was perceived as a strength by those participating in the study. Within this, families reported a positive relationship with those professionals that could use Pacific languages. Aso believed that there should always be a Pasifika professional who can answer questions in their native tongue (Ministry of Education, 2013). This has been recognised by the Ministry of Education (n.d.a) and as a result they plan to increase the number of registered Pasifika teachers by 20% by 2017. Unfortunately, with only 33.2% of Pasifika individuals gaining university entrance in 2012, the availability of Pasifika professionals working in special education may be still be limited (Ministry of Education, n.d.b). Pasikale, & Wang (1998) noted a preference for employing Pasifika individuals, however many employees were hired based on qualifications, not ethnicity. This is why it is vital for NZ/European professionals (like myself) working with Pasifika individuals to take a holistic approach, including knowledge and use of the language. The use of interpreters and translators is also highlighted as a key resource when working with Pasifika families as an SLT, along with ensuring that the immediate and extended family is