The article summarizes a study that interviewed teachers and parents on supports and barriers to literacy achievement for Pasifika students. Key findings included that students had difficulty with comprehension despite being able to decode words. This was linked to a lack of exposure to oral language at home. Both parents and teachers saw value in retaining Pasifika languages and incorporating Pasifika culture and stories into teaching to boost engagement and confidence. However, greater parental involvement in schools is needed as many Pasifika families feel uninformed about their children's education due to economic and family structure challenges upon migrating to New Zealand. Overall, the article argues strengthening Pasifika languages and cultures in schools could improve literacy outcomes for these students.

1. Massey University
Issues in Literacy Education of Pasifika Students
Critical Review of “Pasifika students: teachers and parents voice
their perceptionsof what provides supports and barriers to Pasifika
students’ achievement in literacy and learning” by Fletcher,
Parkhill, Fa’afoi, Taleni and O’Regan 2009.
by
Joseph Houghton
Student number: 14111980
Course: Educational Issues Among Pacific Islands Peoples in New Zealand
(254.744)
Lecturer: Dr JodieHunter
2,636 words

2. Joseph Houghton Studentnumber:14111980
A crucial elementinan educationsystemthatischangingtomeetthe needsof a diverse range
of learners,includingPasifikapeoples,isdevelopingprinciplesof effectiveliteracyinstruction.The
purpose of thisessaywill be tocriticallyreviewthe journal article “Pasifika students:teachersand
parentsvoicetheir perceptionsof whatprovidessupportsand barriersto Pasifika students’achievement
in literacy and learning” byFletcher,Parkhill,Fa’afoi,Taleni andO’Regan(2009).I will be examiningthis
article froma varietyof differentanglesincludingliteracyenhancement,Pasifikalanguages,the cultural
capital of parentsand studentsand familyinvolvementinthe school.The findingsof the authorswill be
measuredagainstrecentresearchanditsvalue inthe currentNew Zealandeducationalcontextwill be
explored.
The article “Pasifika students:teachersand parentsvoicetheir perceptionsof whatprovides
supportsand barriersto Pasifika students’achievementin literacy and learning” by Fletcheretal.(2009)
buildsonthe workof a previousstudywhichconcernedthe viewsof Pasifikastudentsinmainstream
schoolsinthe SouthIslandwhenitcame to barriersandsupportsto effective literacylearning. The
researchpresentedinthe previousarticle,Influenceson Pasifika students'achievementin literacy was
conductedbythe same authors. Of interestisthe mannerinwhichtheyconductedtheirresearch,which
includedaspecificPasifikamethodology,designedtoengage andempowerthe peopleinvolved,rather
than scrutinize them.Thisisimportant,asPasifikapeople,parentsandstudentsalike,tendtobe
marginalizedwhenitcomestoeducation (Nakhid,2002).The researchconductedhadthree central
aims.Firstly,todocumentthe supportsandbarrierswhichteachersandparentsviewedasbeing
relevanttoenhancingPasifikastudent’s literacylearning.Secondly,toinvestigate the impactthathome
environmentshadonliteracyachievement.Andlastly,the disseminationanddiscussionof the key
issueswhicharose fromthe researchinan efforttoimprove outcomesforPasifikastudents.
In recentyears, substantial emphasishasbeenplacedonliteracyachievementinNew Zealand,
and some feel thateffortshave beenrelativelyfruitless(Tunmer,Chapman,Greaney,Prochnow,&

3. Joseph Houghton Studentnumber:14111980
Arrow,2013). Cross-sectoreffortstoenhance andsustainthe developmentof literacycapabilityhave
beenfundedandimplemented.Manyschoolsandeducational institutionsare attemptingtodevelop
strategiestofacilitate improvementinthisregard. The findingsof Fletcheretal.(2009) in thisarticle
withregardsto the current state of literacy education amongPasifikastudents,pointtoavarietyof
strengthsandweaknesses. Forexample,bothparentsandteachersobservedthatPasifikastudentshad
the abilitytodecode,orverbalize the contentthattheyread,butdifficultyunderstandingthe concepts
seemtobe the norm (FletcherJ.,Parkhill,Fa'afoi,Leali'ie'e,&O'Regan,2009). This weaknesswas
reportedtobe linkedtoalack of adequate exposure tooral language.Thiscontrastedwiththe students
whoachievedasatisfactoryliteracylevel oftencomingfromhomeswhereconversationandlanguage
developmentbywayof oral communicationwasthe model.
Concernswithregardsto the home life andparent-childinteractionwereexpressedbyteachers,
especiallybecause of the stronglinkbetweenarichoral language environmentandgoodliteracy
achievement. The mainreason givenbyFletcheret al.(2009) forthisdepravation inPasifikafamilies is
the potential absence of one orbothparentsfor substantial amountsof time,primarilybecause of
employmenthoursand/orcultural obligations. Thisisavalidcase,withresearchindicatingthatPasifika
familiesare earningbelowthe average income levelinNew Zealandandwouldtherefore would
potentiallyrequiremultiple sourcesof income tomaintainaqualityof life (StatisticsNew Zealand,
2002). However,the magnitude of the issue regardinglow levelsof Pasifikaliteracy (FletcherJ.,Parkhill,
Fa'afoi,& Taleni,2006) indicatesawidervarietyof factors.There wasno mentionmade of the
disconnectionbetweenthe generationsbecauseof expertisein twodifferentlanguages,especiallyif the
parentsare migrantsandare operatingina worldthathas a Pacificlanguage asitsfoundation
(MacPherson,2006). It is notuncommonfor youngergenerationsof Pasifikapeople tobe able to
understandbutnoteffectivelycommunicate inthe languageof theirparents. The parentsretaintheir
fluency,andthuscomfort,inthe language of theirhomeland.Inclusionof researchorinformation

4. Joseph Houghton Studentnumber:14111980
concerningthiscommunicationdividewouldenableeducatorstogaina clearerunderstandingof the
environmentfromwhichPasifikastudentsare comingfrom.
While educators wouldprofitfromamore complete picture of Englishlanguage developmentin
Pasifikastudents,theywouldbenefitfromthe general conclusiondevelopedinrelationtothe literacy
issuesinthisarticle.Often,schoolsandindividualteachersmaydraw theirownconclusionsbasedon
stereotypesorpersonal experience,andwhile theyare sometimesaccurate,the parent’svoicesmaybe
conspicuouslyabsent.A certainamountof blame maythenbe leveledatthe student,whowill then
become marginalizedasaresult.The lack of understandingthatsooftencharacterizesPasifikastudents’
experiencesinthe classroomcanbe overcome byschoolsandteachersformulatingresponsestothe
specificliteracyissuesexperiencedbythem. The strugglesthatare identifiedinthe article are very
much inline withbothpre-existingandsince completedresearch.AsTunmeret.al (2013) have found,
the substantial dividebetweenPakeha/EuropeanstudentsandMaori/Pasifikastudentshasremained
consistentoverthe pastdecade. Little attentionhasbeenpaidtothe language capabilities thatPasifika
peoplesdopossess,whichcandrive marginalizationevenfurther.
Pasifikaparents whowere interviewed placedspecialemphasisontheirchildrenretaining first
language capability,recognizingthatthe identityandsense of belongingthat itbestowsuponthe
studentisinvaluable.Infact,thisisinline withMinistryof EducationandMinistryof PacificIsland
Affairsgoals,whichare currentlyseekingtostrengthenPasifikalanguage capabilityinNew Zealand
(Ministryof Education,2013). Both partiesaffirmthe confidencethatcan be gainedbystudentsand
educational institutionswhenitcomestothe incorporationof variousPasifikalanguages.Moreover,
since language iswidelyconsideredtobe the mediumof culture,the article impliesthatastrengthening
of language will lead toa bolsteringof the studentsownidentity.One of the interviewedparentsputs
forwardthat a processwherebybothlanguage andculture are emphasizedandvalued,“celebratesthe

5. Joseph Houghton Studentnumber:14111980
child’sheritage,whichenhancestheirself-confidence”(FletcherJ.,Parkhill,Fa'afoi,Leali'ie'e,&
O'Regan,2009, p.29).
The ideaof accentuatingandvaluingPasifikalanguage capabilitiesinschoolsisproposedina
clear,lucidmannerbythe Fletcheretal.(2009). It isrightfullyacknowledgedthatinthe specific
geographical areaof theirresearch,Canterburyinthe South Island,itisdifficulttocaterto the needsof
small groupsof diverse students,bothbecauseof the low numbersandbecause of the lackof expertise
inthe teachingprofession (Chu,Glasgow,Rimoni,Hodis,&Meyer,2013). However,thisdoesnotlimit
the value of theiremphasisonlanguage andculture inschools,infact,itprovidesanimpetusfor
institutionsandeducatorstothinkcreativelywhenitcomestothese issues.Thispointisstrengthened
by the linkthatis made to previousresearchonthe desire of Pasifikastudentsto“readand write about
theirownculture”(FletcherJ.,Parkhill,Fa'afoi,Leali'ie'e,&O'Regan,2009, p. 29).
The central conclusionthatFletcheretal.(2009) arrive at is thatPasifikaliteracyeducationwill
be strengthenedbyspecificimportancebeingplacedonPasifikalanguagesandcultures.Thispointis
crucial for educational institutionstoacknowledge andfocuson,whichmakesthisresearchapplicable
NewZealandeducationalinstitutions.The EducationReview Office hasfoundthatthroughoutNew
ZealandveryfewschoolsofferPasifikalanguagesandcultural studiesassubjects (Chu,Glasgow,Rimoni,
Hodis,& Meyer,2013), pointingtoan urgentneedforchange to occur. Both Chuet al. (2013) and
Fletcheretal. (2009) are inline withotherandotherresearchthat haslookedintothisfield. Findings
indicate thateducational institutions whichrecognizeandaffirmthe firstlanguagesof Pasifikastudents
buildthe confidenceof theirstudentsandconveya sense of beingwillingnesstoengage withthem
(Tuafuti &McCaffery,2005; Mila-Schaaf & Robinson,2010). Thisisalsotrue forschoolsthat incorporate
a Pasifika‘way’intothe life of the institution (Clayton,Rata-Skudder,&Baral,2004). Cultural strength
withinaschool alsohelpsPasifikastudentsconnectwiththe school aswell asenablingteacherstoenjoy
an enhancedrelationshipwithbothstudentsandparents.

6. Joseph Houghton Studentnumber:14111980
As well asacknowledging Pasifikalanguages,Fletcheretal.(2009) emphasize the importanceof
buildinguponthe cultural capital whichstudentsbringintothe school andthe classroom.While amajor
aspectof thiscultural capital maybe the use of language,otherfactorsmay alsocome intoeffect.The
stronguse of oral language amongPasifikapeopleslinksdirectlyintostorytellingandthe transmissionof
knowledge viaoral communication.Teachersinterviewed byFletcheretal.(2009) indicate thatthishas
beenrelevanttotheirownpractice andhas contributedtothe successof theirstudents: “We use
Pasifikastoriesbecausetheycontainthe priorknowledge thattheirfirstgenerationstudentshave had.
We use themto buildself-esteem’’(Teacher,School D). (FletcherJ.,Parkhill,Fa'afoi,Leali'ie'e, &
O'Regan,2009, p.29).The use of prior knowledgecanserve toactivate a student’senthusiasmand
encourage themtobringan originalityandinsightintothe specifictopic,where previouslystudents
mightnot have showninterest.The acknowledgementof studentexpertise issometimesthe difference
betweenengagementanddisconnection.Thismakestheirdiscussionof cultural capital bothconvincing
and relevant.
SchoolsinNewZealandare searchingforwaysto engage Pasifikastudentsandagrowing
movementtowardsthe use of theircultural strengthsseemstobe emerging.However,itdoesbecome
increasinglydifficultasstudentsmove intohigherlevelsof schooling,specifically,secondaryand
tertiary.Thisiswhere the discussionbyFletcheret al.(2009) startsto become limited.Despite this,the
underlyingprinciplesare clearandwell supportedbyotherresearch.Teachersandinstitutionswhofail
to buildconnectionsandallowforopportunitiesforPasifikastudentstoconnecttotheirownculture
withinaneducational setting,fail toprovide anequitableenvironmentforthese students (Dooley,
Exley,&Singh,2000). The value of a ‘Pacificspace’withininstitutionsissupportedbyresearchand
providesbothstudents andstaff withaforumfromwhichto allow differentvoicestobe heard (Mila-
Schaaf & Robinson,2010). The recognitionof differentcultural capital,otherthanthe mainstream,
Europeanprominence,couldtriggerthe developmentof educational toolsbetterable tobe utilizedby

7. Joseph Houghton Studentnumber:14111980
Pasifikastudents. Thisisatype of priorknowledge activationwhichdeepensthe learningexperience
and enablesstudentstoleadtheirownlearning,takingownershipandmaximizingengagement
(Ministry of Education(MOE),2003; Mila-Schaaf & Robinson,2010).The inclusionof Pasifikabasedtexts
isalso emphasizedinthe literature,asthese canprovide ananchorfor studentstoexperience literacy
educationwithintheircomfortzone (Coxon,Anae,Mara,Wendt-Samu,&Finau,2002).
Familyinvolvementinthe school
The involvementof parentsintheirchildren’seducationisacritical factorwhichcan determine
the level of successastudentattains.Some argue thatit is the rightof the childto be supportedbytheir
parentsinorder toadvance to theirfull potential (Enemuo&Obidike,2013).The parentsandteachers
interviewedbyFletcheretal.(2009) bothaffirmthat while there isastrongdesire amongPasifika
parentsfortheirchildren tosucceededucationally,there are avarietyof factors whichpreventtheir
involvementinthe school setting.Ithasalreadybeennotedthatone of the maindifficultiessurrounding
parental involvementathome isthe loweconomicstatusof manyPasifikafamilies (StatisticsNew
Zealand,2002), but otheraspectsare takenintoaccountwithinthe article.One of the more prominent
issuesisthe differentfamilystructure thatiscreateduponmigrationtoNew Zealand. One of the
teachersinterviewed affirmsthatmanyPasifikafamiliesseemtohave closerbondsthannon-Pasifika
families.Forexample,the studentseemstolive withbothparentsmore often.However, asone of the
parentspointsout,there are differences.Theyemphasize thatinplaceslike Samoa,there isusuallyalot
of extendedfamilysuchasgrandparentsandgreatgrandparentsclose byto offersupportwhile the
parentsare at workor busywithothercommitments. The fundamental issue conveyedbyFletcheretal.
(2009) isthat Pasifikaparentsseemtobe largelyignorantof whatisgoingonin theirchildren’s
education.

8. Joseph Houghton Studentnumber:14111980
The conclusionswhichare drawnare bothrelevantandapplicable toeducational institutions
across NewZealand. Itiswell documentedthatparental involvementineducation,bothathome and in
the school resultsina boostin achievementforstudents (Enemuo&Obidike,2013) andthat the “earlier
parentsbecome involvedintheirchildren’sliteracypractices,the more profoundthe resultsandthe
longer-lastingthe effects”(Enemuo&Obidike,2013, p. 52). The uninformedandmarginalised (Nakhid,
2002) nature of many PasifikafamiliesinNew Zealandissomethingthatschools needtounderstandand
adapt to: “There isurgentneedforvalidatedorganisationalapproachesforhome–school–community
engagementandforthe developmentof individualteacherknowledge,understandingsanduse of
culturallyresponsiveapproachestopromote positive connectionstofamilyandcommunityforPasifika”
(Chu,Glasgow,Rimoni,Hodis,&Meyer,2013, p.3). I have notedthisrecentlyatmy ownschool,Shirley
Boys’High School afterourMay 2014 parentinterviews.18% of Pasifikaparentsattendedoverthe two
nights,comparedto22% of Maori parentsand 54% of non Maori, nonPasifikaparents.This
demonstratesanurgentneedtoengage ourPasifikacommunityandtoengage themintheirchildren’s
education.Fletcheretal.(2009) drawthe conclusion thatinitiativeswhichconnectthe home andthe
school are vital inorderto raise achievement.
While thisarticle isstronginpresentingsupportsandbarrierstoPasifikaliteracydevelopment,a
few general limitationscanbe noted.Firstly,the numberof people whocontributedtothe research
(parentsandteachers) wasverylow.While thisdoesnotnecessarilyaffectthe validityof their
contributions,itdoeslimitthe scope orrange of informationthatisheldinthe community. Another
limitationtothe researchwasthatit failedtolinkthe qualitative datagainedbyinterviewingparents
and teachers,tosubstantial quantitativedatasuchas studentachievementlevelsovertime.Thiscould
have beenfora varietyof reasons,suchas the non-existence of appropriatedataorthe desire togive
parentsand teachersa voice withoutseekingcontradiction. Thisisacknowledgedinthe article.

9. Joseph Houghton Studentnumber:14111980
Literacyeducationisa fundamental aspectof ouroverall educationsystem,asitprovidesthe
vehicle withwhichstudentsnavigate furtherlearningandexperiences.The researchconductedby
Fletcheretal.(2009) seekstoenhance ourunderstandingof bestpractice whenitcomestoPasifika
literacyandpotential barrierstoitsenrichment.Thisessayhassoughttoexamine theirresearchand
methodologythroughanumberof thematiclensesincluding,literacyissues,Pasifikalanguages,cultural
capital and familyinvolvement.Whatisclearis that the findingsare inline withrecentandcurrent
investigationsintoPasifikaeducationandthatthe principlesarticulatedare valuabletoeducational
institutionstoday. Itshouldbe notedthatwhile the paperdrew ona wide varietyof crediblesourcesto
supportitsconclusions,the lownumberof participantsinthe discussionlimitsthe datathatisbeing
analyzed.Fletcheretal.(2009) presentan informativeandworthwhile dialogue onthe crucial issue of
literacyeducationof Pasifikastudents inthe SouthIsland.

10. Joseph Houghton Studentnumber:14111980
References
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11. Joseph Houghton Studentnumber:14111980
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