Children’s Multilingual Literacy: Fostering Childhood Literacy in Home and Community Settings

Acknowledgments
Contents
About the Authors
Chapter 1: Introduction – In Children’s Words
Our Study
Our Book’s Plan
Reference
Chapter 2: In Fiji
Introduction
Fiji’s Geography
Fiji’s History
First People’s Arrival and European Contact
Colonisation
Independence
Political Upheaval
Today
Peoples of Fiji
Early Childhood and School Education in Fiji
Languages and Dialects in the Pacific and Fiji
Geographic Distribution of Pacific Languages
Contact Languages
Pidgins and Creoles
Multilingualism in the Pacific
Post-Colonial Influences on Languages and Literacy in the Pacific
Effect of Formal Schooling on Pacific Languages in the Pacific
Language Status
Languages in Fiji
References
Chapter 3: Language and Literacy Learning in Multilingual Settings
Introduction
Call to Action in the Pacific
Contention over Vernacular Languages
Self-determination in Early Childhood and Language/Literacy Education
Dakar Framework for Action on Education for All
Pacific Regional Initiatives for the Delivery of Basic Education (the PRIDE Project)
Progressing Universal Early Childhood Care and Education
Na Noda Mataniciva: Fiji’s First Early Childhood Curriculum Guidelines
Young Children’s Literacy in Their Home Languages and English
Young Children’s Experiences with Code-Switching and Translanguaging
Culturally Sustaining Pedagogy
Examining Education Practices Within a CSP Framework
Implications for Informing Our Study
References
Chapter 4: Conceptualising Language, Literacy and Learning as Sociocultural Practices
Introduction
A Functional View of Language
Conceptualising Literacy as Sociocultural Practice
Sociocultural and Rights-Based Perspectives of How Language and Literacy Are Learned
Making Multilingual Books with Children – Our Conceptual Framework in Action
References
Chapter 5: Conducting Research as Transformative Encounter in Cross-Cultural Collaborations
Introduction
The People and Places in the Project
The Communities, Families and Children
Duavata
Dovubaravi
Wavu
Community Mentors
The Australian University Research Team
Project Partners
Early Childhood Education and Care Stakeholders
Research Partners and External Reference Group
Our Critical Participatory Action Research Approach
Developing Capacity in a CPAR Approach
Data Collection and Analysis Methods
Dialogic Encounters in Communities
Relationship Between Dialogic Encounters and Talanoa
Dialogic Encounters in Duavata
Dialogic Encounters in Dovubaravi
Dialogic Encounters in Wavu
Documenting and Analysing the Dialogic Encounters
Participant Observations
Artefact Collection
Benchmarking Children’s Literacy Participation and Learning
Stakeholder Interviews
Document Analysis
Ensuring Trustworthiness and Ethics of the Study
References
Chapter 6: Exploring Stakeholders’ Perspectives of Young Children’s Multilingual Literacy
Introduction
Stakeholders’ Perspectives of Preschool Children’s Literacy Development Contexts
The Place of Fiji’s Vernacular Languages and English
Differential Experiences in Languages Between Urban and Rural Areas
Tensions Between Languages and Consequences for Local and Global Identities and Participation
Language Shifts Across Home, Preschool and School
Languages for Participation in an Increasingly Diverse Nation and Global Society
Stakeholders’ Perspectives of Enablers and Constraints that Impact Preschool Children’s Multilingual Literacy Learning
Resources and Opportunities
Systemic Considerations and Teacher Education
Localised Conditions
Stakeholders’ Perspectives of Local Resources and Strategies for Fostering Preschool Children’s Literacy in their Home Languages and English
Building Bridges Between Home and School
Strengthening Families’ Role in Their Children’s Literacy Learning
Play and Other Activities
Being Culturally Sustaining
Stakeholders’ Perspectives of Effective Strategies for Developing Local Community Capacity to Support Preschool Children’s Literacy Development in Their Home Languages and English
Providing Opportunity for Communities to Witness and Value Their Children’s Learning
Recognising and Supporting Families’ Participation
Using Culturally Appropriate Practices to Engage with Communities
Talking with the Community About Sustainability and Succession Planning
Implications for Developing Community Capacity for Fostering Young Children’s Literacy
References
Chapter 7: In Duavata: Collaborating with Children and Families in an Indigenous Fijian Semi-Rural Community
Introduction
Introducing the Participating Children and Their Families of Duavata
What Are the Literacy Development Contexts for Preschool Children in Communities in Fiji That Do Not Have Access to Preschools?
The Duavata Community Methodist Church
Children’s Play Contexts In- and Outside Their Homes
What Are the Enablers and Constraints That Impact on Community Capacity to Support Their Preschool Children’s Literacy Learning?
Enablers That Support Preschool Children’s Literacy Learning in Duavata
Children Are Immersed in Rich Language-Based Cultural and Social Practices
Extensive Supportive Social Networks Within and Beyond Duavata
Community and Parent Support of Our Study
Constraints that Impact on Community Capacity to Support Preschool Children’s Literacy Learning in Duavata
What Local Resources and Strategies Can Be Used to Foster Preschool Children’s Literacy in Their Home Languages and English in Communities in Fiji that Do Not Have Access to Preschools?
Benchmarking Duavata Children’s Literacy Participation and Learning Against Na Noda Mataniciva
Listening and Communicating in Na Noda Mataniciva
Reading and Writing in Na Noda Mataniciva
Benchmarking the Children’s Engagement as Readers Against Na Noda Mataniciva’s ‘Becoming a Reader’ Outcomes
Benchmarking the Children’s Engagement as Readers Against Na Noda Mataniciva’s ‘Becoming a Writer’ Outcomes
What Strategies Are Effective in Developing Local Capacity to Support Preschool Children’s Literacy Development in Their Home Languages and English?
Deepening Internal Duavata Capacity and Sustainability
Drawing on External Expertise to Continue to Sustain and Grow the Work
References
Chapter 8: In Dovubaravi: Collaborating with Children and Families in an Indo-Fijian Rural Community
Introduction
Introducing the Participating Children and Their Families of Dovubaravi
What Are the Literacy Development Contexts for Preschool Children in Dovubaravi?
Seeing the Cultural, Relational and Linguistic Contexts of Children’s Literacy Development
Language and Literacy Contexts in Dovubaravi
Language and Literacy Practices and Texts of Participating Families and Children
What Are the Enablers and Constraints that Impact Dovubaravi’s Community Capacity to Support Their Preschool Children’s Literacy Learning?
What Local Resources and Strategies Can Be Used to Foster Preschool Children’s Literacy in Their Home Languages and English in Dovubaravi?
Dovubaravi’s Co-created Multilingual Books in and About Children’s Worlds
Enriching Dovubaravi Children’s Play with Literacy
Benchmarking Dovubaravi Children’s Literacy Participation and Learning Against Na Noda Mataniciva
Benchmarking the Children’s Engagement as Readers Against Na Noda Mataniciva’s ‘Becoming a Reader’ Outcomes
Benchmarking the Children’s Engagement as Writers Against Na Noda Mataniciva’s ‘Becoming a Writer’ Outcomes
What Strategies Are Effective in Developing Dovubaravi’s Capacity to Support Preschool Children’s Literacy Development in Their Home Languages and English?
Increasing Parents’ and Grandparents’ Reading Support Repertoires
Supporting School and Community Cultural, Language and Literacy Learning Through Providing Families’ Access to Multilingual Books About Their Worlds
Renewing Community Focus on and Discussion About Strategies to Sustain Heritage Languages
Increasing Children’s, Parents’ and Community’s Digital Literacy
Enhancing Identity Expression and Self-Esteem for Dovubaravi Children and Adults
Concluding Dovubaravi’s Community Case Study
Appendices
Appendix 8.1: Dovubaravi’s Co-created Books
Appendix 8.2: Approaches to Enriching Children Play with Literacy
References
Chapter 9: In Wavu: Collaborating with Children and Families in a Culturally Diverse Community in an Urban Setting
Introduction
Introducing the Participating Children and Their Families of Wavu
What Are the Literacy Development Contexts for Preschool Children in Wavu?
Attitudes to and Practices of Language Use in Wavu
Literacy Development Affordances of Children’s Communities
What Are the Enablers and Constraints That Impact on Wavu’s Community Capacity to Support Their Preschool Children’s Literacy Learning?
Education Aspirations for Children
What Local Resources and Strategies Can Be Used to Foster Preschool Children’s Literacy in Wavu?
Sibling Support
Media Exposure to English
What Strategies Are Effective in Developing Wavu’s Capacity to Support Preschool Children’s Literacy Development in Their Home Languages and English?
Children’s Interactions with Their Books
References
Chapter 10: Fostering Children’s Multilingual Literacy in Home and Community Settings
Introduction
RQ1: What Are the Literacy Development Contexts for Preschool Children in Communities in Fiji That Do Not Have Access to Preschools?
Place of Home Languages (Vernaculars) in Community Lives
Place of English in Community Lives and Its Relevance to Schooling
Children’s Code-Switching and Translanguaging Practices
Children’s Literacy Lives
Family Involvement in Supporting Their Children’s Literacy Participation Learning
Household and Community Texts and Technologies
RQ2: What Are the Enablers and Constraints That Impact on Community Capacity to Support Their Preschool Children’s Literacy Learning?
Enablers
Family Involvement
Children’s Resources
Community Structures
Constraints
Material Resources
Families’ Work and Other Life Commitments
Physical Amenity
RQ3: What Local Resources and Strategies Can Be Used to Foster Preschool Children’s Literacy in Their Home Languages and English, in Communities in Fiji That Do Not Have Access to Preschools?
Co-creating Multilingual Books in Children’s Vernaculars and English
Engaging with Children to Support Their Literate Encounters with Books in Children’s Vernaculars and English
Mobilising Children’s Participation
Making Children’s Literacy Participation and Learning Visible
Benchmarking Children’s Literacy Engagement Against Outcomes and Suggested Indicators for ‘Language, Literacy and Communication’ in Na Noda Mataniciva
Benchmarking the Children’s Engagement as Readers Against Na Noda Mataniciva’s ‘Becoming a Reader’ Outcomes
Benchmarking the Children’s Engagement as Readers Against Na Noda Mataniciva’s ‘Becoming a Writer’ Outcomes
Conclusions from the Benchmarking Findings
References
Chapter 11: On Effective Community Capacity Development and Sustainability
Introduction
Our Fourth Research Question: What Strategies Are Effective in Developing Local Capacity to Foster Preschool Children’s Literacy in Their Home Languages and English?
Effective Community Capacity Development Is Socioculturally, Linguistically and Historically Grounded
Effective Community Capacity Development Centres on a Community’s Collective Empowerment and Participation
Effective Community Capacity Development Is Informed by and Further Informs Related Research, Policy and Practice
Effective Community Capacity Development Documents and Makes Benefit and Impact Visible, to Those Within and Outside the Community
Effective Community Capacity Development Involves Dialogic Engagement with Communities
Effective Community Capacity Development Creates Conducive Relational Contexts
Effective Community Capacity Development Responds and Is Relevant to a Community’s Sociocultural, Linguistic and Historic Context(s)
Effective Community Capacity Development Takes Stock of a Community’s Pragmatic Realities Germane to the Focus at Hand
How Can Communities in Fiji That Do Not Have Access to Early Childhood Services Be Supported to Build Sustainable Local Capacity to Foster Their Preschool Children’s Literacy in Their Home Languages and English?
In Closing
References