6/11/2017

1

Emergent bilinguals in a digital worldNiki DavisLeona Harris, Una Cunningham, Lia de Vocht, Saili Aukuso, Jeanette King, Lesieli Tongati'o & Leali'ie'eTufulasi Taleni

University of Canterbury

Language is a human right + a civic responsibility

Aotearoa New Zealand is linguistically “super diverse”; Māorilanguage threatened Royal Society of NZ 2013; Census, 2013

Children growing up >1 language in their ecosystems have language >1 kite Cunningham 2012; Cunningham & King 2017

Research evidence indicates

+ lifelong benefits wellbeing & education Bailystock et al, 2004; G Smith, 1995

+ benefits for Māori language revitalisation

- but easily lost in landscapes dominated by English

- research methods & measures have English bias

Emergent bilingual children

Survey of family/whānau/fanau

Note: Sonja Macfarlane leads this survey research

• 2 year olds > 2 hours/day in GUiNZ survey - problematic? Morton et al 2016; McPake,

Plowman & Stephen 2013

• Purposeful use in early education landscapes Cunningham 2011; Harris 2017; Harris, Davis et

al in Prep; Aukuso 2017

• Demand for guidance Cunningham et al, 2017; Livingstone & Third, 2017; ERO 2016; Sigman, 2015

• Vulnerable & bilingual children more at risk without strategic policies in place Internet in NZ 2013; Census 2013

• The digital world a venue for reciprocal relationships strengthening connections for children &/or undermining

Children in a digital world

(Sigman 2015)

6/11/2017

2

Survey of family/whānau/fanau

Note: Sonja Macfarlane leads this research

During a typical week at home, approximately how many hours would your tamaiti/ child/ tama spend on digital media? (n=59)

CommentsProbably too muchIs this too much?I would like zeroI would like less but …

Each child’s interacting linguistic landscapes

Home environment

Digital worldEducationalenvironment

Interviews are based around

artefacts selected from the

linguistic landscape

Designed to (un)intentionally to• improve flow of languages• legitimise children’s languages & cultures• share aspirations & strategies …

Whānau Tree in ECE displays

photos of children with

aspirations

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

• Research to identify & co-construct effective multilingual landscapes for children – an ecological perspective

• Ethnographic case study methodology designed within a Kaupapa Māori Braided Rivers framework ensuring ownership of participants & stakeholders MacFarlane, MacFarlane & Gillon 2015;

Harris 2017

• Case studies of linguistic landscapes in 8 Early Childhood services + 6 Primary schools• Began with an award-winning Māori centre

• Workshops in education & community validate (n>115)• Pop up workshops + OER online support CC by SA

http://latllab.canterbury.ac.nz/a-better-start/

The digital world was

• Minimized in early childhood services

• Policies active in homes with siblings

• Used as a communication channel

• Child’s photo to engage interest

• Web site to inform parents & other care givers

• Knowledge of problems with too much screen time

• Guidance welcome and sought

Emerging findings indicate that the digital world is carefully managed in these early childhood services. Most are interested in developing additional strategies, including web-based resources to increase engagement with their children’s home languages and cultures.

6/11/2017

3

Artefacts in 6 ECE centres (n=323)

Photos captured in 6 English ECE Centres (n=323)

English 171

English with some Māori 43

English and Māori 50

Māori with some English 30

Māori only 22

Samoan only 10

Samoan and English 9

English/Samoan/Māori 8

Multilingual 11 Multilingual welcome commonly

displayed in centres

Educa online used to share digital ‘profile books’ with whānau+ & -

Shared – a form of koha

• Linguistic landscape report may be added to web site

• Workshop to share strategies & develop skills

• Take home resource, eg Karakia on photo

• Artefact: Linguistic Landscape Video ofECE centre with teacher interviewhttps://youtu.be/c6VwqhPAI-w

E te Atua

Whakapainga ēnei

kai

Hei oranga mō ō

mātou tinana

Whāngaia hoki ō

mātou wairua ki te

taro o te ora

Ko Ihu Karaiti tō

mātou Ariki

Ake, ake, ake

Amine

Next steps

Produce Language Policy Guidance

• note for government and leaders

• develop for early years organisations and partners

Continue gathering data, analysis, validation, dissemination …

• ECE, Year 0/1, Library, community, whānau

• Samoan linguistic landscapes

• changes

Capacity development …

Samoan welcome at entrance during

Samoan language week

6/11/2017

4

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.

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

References / TohutoroO Mau Fa'atatauAukuso, S. (2017). Logomalie le faasoa taugagana i le moa o le taulaga. Ola Pulletini A’oga, 14 August 2017, page 2.

Retrieved from www.ola888.com

Bialystok, E., et al. (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and

Aging, 19(2), 290-303. doi:10.1037/0882-7974

Cenoz, J., & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism,

3(1), 67-80. doi:10.1080/14790710608668386

Cunningham, U. (2011). Growing up with two languages. (3rd 4th editions) London & New York: Routledge.

Cunningham, U., Davis, N. & Harris, L. (2017). Supporting emergent bilinguals in future-focused pre-schools.

Presented to the World Conference on Computers and Education, Dublin Castle, July 2017.

Davis, N.E. & de Vocht, L. et al (2017). Response to Digital Technologies curriculum.

Gorter, D. (2015). Multilingual interaction and minority languages: Proficiency and language practices in education and

society. Language Teaching, 48(01), 82-98.

Harris, L. (2017). An ethnographic case study of an award-winning Māori immersion early childhood centre.

(Unpublished M.Ed. Thesis) Christchurch: University of Canterbury.

Landry, R., & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality; An empirical study. Journal of

Language and Social Psychology, 16(1), 23-49.

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.

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.

doi:10.1111/j.1467-8535.2012.01323.xShohamy, E. (2015). LL research as expanding language and language policy. Linguistic Landscape, 1(1), 152-171.

MOE (n.d.). Guiding principles of LEAP (Language enhancing the achievement of Pasifika). Retrieved from

http://pasifika.tki.org.nz/LEAP

Riki-Waaka, J. (2016). Culturally located learning spaces. CORE EdTalk. Retrieved from

http://www.edtalks.org/#/video/culturally-located-learning-spaces

Sigman, A. (2015). Retrieved from https://www.familyfirst.org.nz/wp-content/uploads/2015/01/WE-NEED-TO-TALK-

Screentime-Full-Report.pdf

http://latllab.canterbury.

ac.nz/a-better-start/