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Abstract
Tongan migrants migrated to New Zealand with specific purposes in mind. One purpose
is for Tongan children to gain the benefits of good education that New Zealand has to
offer. However, there is a growing concern for Tongan parents and New Zealand
teachers and schools about the quality and impact of education Tongan children receive.
The study is titled, “Talanoa: A contribution to the teaching and learning of Tongan
Primary School children in New Zealand” centres on Tongan parents who are recent
migrants from Tonga and have primary school children. The research focuses on
alternative approach in teaching and learning pedagogies of Tongan children in New
Zealand. The research approach is drawn from Tongan language and cultural practices
called talanoa, a communal act of social, political and critical dialogue for a purpose.
The methodology is qualitative in design, drawing extensively from Tongan language
and culture to research the koloa (values) of talanoa that Tongan parents practise at
home. The method of data collection employed is talanoa (critical dialogue) conducted
in groups with Tongan parents to capture their perceptions, views and experiences of
talanoa in their various homes. In examining this unique context, data is analysed using
the Tongan concept koloa. The values of talanoa when explored from the participant’s
perspective are more clearly understood.
The findings of the study indicate that Tongan migrants’ home practice of talanoa
offers a teaching and learning pedagogy which is valued as a best approach in teaching
their children. The findings further indicate that talanoa can be extended beyond the
homes and into many classroom environments.
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