Ta'iala mo le Gagana Sāmoa - Pasifika Education Community

Ālāfua 4 – Feso‘ota‘igaStrand 4 – CommunicationThe languages and symbols of their own and other cultures are promoted and protected.During these early years, children are learning to communicate their experience in many ways, and theyare also learning to interpret the ways in which others communicate and represent experience.Te Whāriki, page 72SiniGoalsFa‘ata‘ita‘iga o tomai i lei‘uga ‘ua a‘oa‘oinaExamples of learning outcomesFa‘ata‘ita‘iga o le poto māsani ‘uaa‘oa‘oinaExamples of learning experiences32Goal 1Children experiencean environmentwhere theydevelop non-verbalcommunicationskills for a range ofpurposes.Children develop:• an increasingly elaboraterepertoire of gesture andexpressive body movementfor communication, includingways to make requests nonverballyand appropriately;• an increasing understandingof non-verbal messages …;• an ability to express theirfeelings and emotions in arange of appropriate nonverbalways.Children have opportunities to use gaganaSāmoa when they are:• using body language to express their needs,for example, pointing to food, toilet, books,or sink;• waving hands to show direction, for example,to indicate sau (come here);• nodding their head to show agreement;• engaged in imaginative play activities, forexample:Child 1: ‘O a‘u Mummy, ‘o ‘oe Dad.Child 2: ‘Ia vili mai le telefoni;• bending forward to lower their body whenwalking in front of people (while also sayingtulou);• sitting on the floor with legs folded;• sitting down in preparation for eating ordrinking.Goal 2Children experiencean environmentwhere theydevelop verbalcommunicationskills for a range ofpurposes.Children develop:• language skills in real,play, and problem-solvingcontexts as well as in morestructured language contexts,for example, through visualmedia;• language skills for increasinglycomplex purposes, such asasking about intentionsand feelings, negotiating,predicting, planning, guessing,and story-telling;• confidence that their firstlanguage is valued.Children have opportunities to use gaganaSāmoa when they are:• learning a new song, for example, Tālofa lavalava lava;• learning or reciting a rhyme, for example,Le lima tamatama, Le lima tu‘umama …;• giving and following instructions whenplaying;• hearing gagana Sāmoa used as the languageof instruction, for example, an adult may say:Tālofa, [name of child], ‘o ā mai ‘oe?Manuia fa‘afetai. Savali lēmū, ‘ia fa‘aeteetene‘i ‘e sulu;• conversing with teachers, parents, and otherchildren in gagana Sāmoa, for example, attala fou (news time):Child: Sā fai le fa‘aipoipoga ‘a lo mātou‘āiga ananafi.Teacher: Sapi manatua mai lou ‘ofutā‘ele taeao;• having their first language affirmed, if it isnot gagana Sāmoa, for example, by beinggreeted in their language.