English language and literacy proficiency of students in an urban Fiji primary school

• Published in: Language, culture, and curriculum Vol. 32; no. 2; pp. 223 - 238
• Main Authors: Hopf, Suzanne C., McDonagh, Sarah H., Wang, Cen, McLeod, Sharynne
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 04.05.2019; Taylor & Francis Ltd
• Subjects: Academic Achievement; Bilingual Education; Caregivers; Communication; Correlation; direct assessment; Educational Policy; Elementary School Students; English (Second Language); English as a second language; English Curriculum; English proficiency; Fiji; Foreign Countries; Hindi language; Indo European Languages; Instructional Program Divisions; Language diversity; Language of Instruction; Language Proficiency; Language status; Listening Skills; Literacy; Malayo Polynesian Languages; Multiculturalism & pluralism; Multilingualism; Native Language; Pacific Islanders; proficiency; Reading Skills; school-aged; Speech Skills; Student Evaluation; Students; subjective report; Urban Schools; Verbal tasks; Writing Skills; Fiji
• ISSN: 0790-8318; 1747-7573
• DOI: 10.1080/07908318.2018.1541999

Fiji is a multicultural and multilingual community and English is one language taught in Fiji schools. This study aimed to describe the English language proficiency of Fiji primary school students. Direct assessment measures of 75 students' English language (listening and speaking) and literacy (reading and writing) skills were obtained (Year 1: n = 35; Year 4: n = 40). These were examined in relation to students' academic performance and the main language spoken at home. English home language status was correlated with better English language proficiency and academic performance for students in Year 1, but not for students in Year 4. In year 4, higher proficiency on English language tasks was correlated with speaking Fiji Hindi at home. The importance of obtaining information about home languages in culturally and linguistically diverse contexts is emphasised. The findings of this study have implications for assessing the English proficiency of linguistically multi-competent children learning in immersion education settings.