The Ako Conceptual Framework: toward a culturally and linguistically responsive pedagogy

ABSTRACT

This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF conceptualises the intersection of culture and pedagogy using a Tongan epistemology. The ACF positions the vā (a space that is relational which enables authentic relationships to be established, nurtured and maintained) and tauhi vaha`a/vā (a responsibility that teachers, schools, educational leaders and practitioners have to establish, nurture and maintain authentic relationships) as the fundamental concepts in the development of culturally and linguistically responsive pedagogies. It is theorised that by recognising Tongan strengths-based principles, values and educational concepts, the taumu`a `oe ako (the purpose for teaching and learning), founga ako (the concepts of teaching), and feinga ako (the concepts of learning) can be aligned. Thereby, recognising and acknowledging the various knowledge systems that the students from culturally and linguistically diverse (CALD) backgrounds arrive at school with. The concepts and implications of the ACF are discussed in this article.

KEYWORDS:

• Culturally and linguistically responsive pedagogy
• culturally and linguistically diverse (CALD) students
• the Ako Conceptual Framework

Acknowledgments

The author, Dr. Maryanne Pale, would like to acknowledge Dr. Meaola Amituanai-Toloa and Professor Stuart McNaughton for their professional and academic guidance throughout her doctoral study, and Dr. `Ana Taufe`ulungaki for sharing insights on a Tongan epistemology. The author would also like to acknowledge the New Zealand Ministry of Education for the Post-graduate Study Award in Pasifika Education that she received. This article is an outcome of the author’s doctoral study.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Maryanne Pale

Dr. Maryanne Pale is a lecturer at Swinburne University of Technology in Melbourne, Australia. Her research interests include English and literacy education, Pasifika education, and culturally and linguistically responsive pedagogies. Email: [email protected], Web: https://www.swinburne.edu.au/research/our-research/access-our-research/find-a-researcher-or-supervisor/researcher-profile/?id=mpale