Children’s Multilingual Literacy: Fostering Childhood Literacy in Home and Community Settings (International Perspectives on Early Childhood Education and Development Book 31)

This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children’s homes and communities in Fiji. This project contributed to building sustainable local capacity in communities without access to early childhood services, so as to promote preschool children’s literacy development in their home languages and English. The book includes rich descriptions of the young children’s lived, multilingual literacy practices in their home and community contexts. This work advances research-based practices for fostering young children’s multilingual literacy and building community capacity in a post-colonial Pasifika context; further, it shares valuable insights into processes and complexities that are inherent to multiliteracy and cross-cultural research. 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