Sarah H. McDonagh

Linguistic multi-competence of Fiji school students and their conversational partners

ABSTRACT This study explored linguistic multi-competence in Fiji students and their conversational partners through a description of linguistic diversity in one school community. Students’ caregivers (n = 75), teachers (n = 25) and year 4 students (n = 40) in an urban school of Fiji completed paper-based questionnaires regarding: 75 students, 75 mothers, 75 fathers, 25 child-minders, and 25 teachers (N = 275). Participants spoke an average of three languages, ranging between one and six languages including: English (99.2%), Standard Fijian (86.4%), a Fijian dialect (76.8%), Fiji Hindi (66.1%), and additional languages (41.7%, e.g. Standard Hindi, Rotuman, Samoan, Cook Island Maori, Bislama, and Japanese). The common main languages spoken by participants were Standard Fijian, Fiji Hindi, or English. The students typically spoke the main language of both or one of their parents (92%). Consistent with teacher, parental, and student report, English was the main language spoken by the students at school. In the community, the students’ language use was influenced by ethnicity of the communication partner and languages within the students’ repertoire. The students were more likely to code-switch with their father, mother, or siblings than their grandparents. This study demonstrates linguistic multi-competence and emphasises the importance of considering the individuals’ and communities’ total linguistic repertoire and competence.

Validation of the Intelligibility in Context Scale for school students in Fiji

ABSTRACT Fiji is a multilingual nation with few assessment tools addressing children’s communication. This article describes the validation of the Intelligibility in Context Scale for Fiji English, Standard Fijian, and Fiji Hindi. Informants were caregivers of 65 typically developing multilingual children (aged 5;3–10;5) attending a Fiji primary school. The students spoke an average of 2.9 languages (range = 1–5). Their main language was Standard Fijian (41.5%), Fiji Hindi (23.1%), Fiji English (20.0%), or Fijian dialect (15.4%). An ICS mean score of 4.6 was obtained for main language (ICS-ML) and 4.4 for Fiji English (ICS-FE) indicating that students were usually to always intelligible. There were no significant differences between main language, number of languages spoken, gender, age, or socio-economic status. Both scales had good internal consistency, but were not correlated with speech accuracy measures possibly due to ceiling effects. Further validation with younger children is recommended. The ICS may be a useful tool for Fiji with comparative results to other international studies.

Maternal Employment, Work Experiences, and Financial Well-Being of Australian Mothers Who Care for Young Children With Special Health Care Needs

The employment and work experiences of mothers who care for young children with special health care needs is the focus of this study. It addresses a gap in the research literature, by providing an understanding of how mothers’ caring role may affect employment conditions, family life, and financial well-being. Quantitative data are drawn from Growing Up in Australia: The Longitudinal Study of Australian Children. The current study employs a matched case–control methodology to compare the experiences of a group of 292 mothers whose children (aged 4-5 years) with long-term special health care needs with those mothers whose children were typically developing. There were few differences between the two groups with regard to job characteristics and job quality. There were significant differences between the two groups with regard to work–family balance. Fewer mothers with children with special health care needs reported work having a positive effect on family functioning.

Communication disability in Fiji: Community self-help and help-seeking support

Abstract Purpose: To understand how a Fijian community supports people with communication disability (PWCD) and whether their support is associated with participant demographics. Method: Thematic analysis of 144 questionnaires that asked about participants’ actions to support a fictional child and adult with communication disability. Result: Participant responses fell into two categories: what they would do directly (self-help) and people and places where they would seek assistance (help-seeking). Self-help behaviours included: making a change to their own communication style or mode; trying to change their own and others’ behaviour; teaching new skills; praying; changing the physical environment; seeking information independently; assessing or observing; and, using traditional medicine, western medicine, or traditional belief practices. Help-seeking behaviours included seeking help from: other community members; education professionals; a professional in another country; spiritual leaders; traditional belief practitioners; traditional medicine practitioners; western health care practitioners; or, an alternative provider (e.g. home, orphanage, nursing home). Younger participants and those of iTaukei Fijian ethnicity were more likely to seek help from other community members. Conclusion: This Fijian community actively supports people with communication disability within available networks. Development of speech-language pathology services for people with communication disability living in similar communities should harness the informal knowledge within these networks.

Fiji School Students’ Multilingual Language Choices When Talking with Friends

Abstract Purpose Fiji is a multicultural and linguistically multi-competent country. Historical ethnic divisions have socialised students into language friendships based around common languages. Recent changes to educational policy, specifically the mandating of students learning all three of the Standard languages of Fiji (Fijian, Hindi, and English), have been introduced in hope that cross-linguistic understanding will encourage a greater sense of national identity amongst all Fijians regardless of ethnicity. This study explores one multilingual school environment considering students’ language use, attitudes and friendships in light of these policies. Methodology/approach A convergent mixed-methods research design using surveying, artefact collection, students’ drawing and observation was employed. Findings The majority of students reported some proficiency in the language of their inter-ethnic peers; however, students’ inter-ethnic friendships predominantly relied on English language use. It was observed that most friendships amongst these Fijian primary school students were still established according to main language use at home; however, inter-ethnic peer interaction in English was observed to be friendly and respectful. These language use patterns and friendship behaviours were potentially reinforced by individual and societal multilingualism, in addition to the school environment. Originality/value The chapter presents the first research linking Fijian primary school students’ language choices and friendship development.