I was actually contemplating not going to this workshop because I have been so relaxed lately it has rubbed off on my participation levels lol. I attended with the mentality that i am sure I will learn something relevant to my Masters programme. Out of all 3 workshops that I attended I think that the most valuable information that pulled on the heart strings was the korero from the Va'atele Team. Sharing the importance of billingual education in the classroom where we support out tamariki with the navigation of their world through the strengths and prior knowledge they bring in the classroom.
- They touched based on how culturally responsive practice is stated in our NZ Curriculum
- Mentioned the idea that represents stigmatisation that English only submersion approaches presume that other langauges will interfere with the learning of English and result in "cognitive overload" for students.
- As mentioned by Stephen May (2020) a more effective approach of language learning is underpinned by the principle of linguistic interdependence. Linguistic Interdependence highlights the interconnectedness of language learning specifically, how knowledge of one's first language supports the development of a second language or target language.
Throughout my time as a bilingual teacher I have always been driven by teaching through English submersion approaches because of the fact that I was brought up in New Zealand and really had no connection to my heritage language. I came connected to my language though my participation in church where reciting the language was the way to learn. I know know that this way is not enough to fully be immersed in a language. Listening and observing a language is not enough to attain the full understanding of the context. Although there was a place for reciting but this was not the solution to fully understand my heritage language.
Throughout my teaching career I have always put English first because this was my comfortable. Stepping out into really learning the why's and the how's of my heritage language was just too much for me at the time and I opted out to just stick to english and only us my heritage language for code switching. When I think about it this was a disservice to my students. I've let a lot of students down because of this fear of making mistakes and just being scared to get out of my comfort. I shed tears yesterday after singing Toku Reo Toku Ohooho because while I sang it I straight away look at the english translation and it said "My Language my awakening". For most of the students it is a awakening for them, that feeling when you awaken their missing connections to their language and experiences. Did I see it as an interference with learning the english language? teachers do seem to use this as a way to justify teaching only english but is it right? or is it good for the child? well can there be ways that are good but no right? and right but not good? I think this is one of those situations when it comes to teaching heritage language. What I can say is that teacher beliefs do have a impact of what type of classroom environment I am fostering. Did my classroom relfect that of a cultural responsive classroom? or was it predominantly english disguised to be Gagana Samoa?
I need to reflect on my practice and my past classrooms, and really get a sense of what sort of classroom environment do I want in a Bilingual unit. There is definitely changed needed in my classroom practice and how I am going to pin point what exactly is going to be through this change project I am participating in this year. I know there needs to be change in the way I deliver my lessons and how it is recieved by the students. Well will soon find out how effective my practice is or how effective my approach is or how effective am I in supporting my Samoan children.
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