| Summary: | Language maintenance is becoming a worldwide issue; particularly the decline of minority languages including Pasifika (Pacific) languages. One of the Pasifika languages known to be declining is the Samoan language. The purpose of the study was to examine ways to maintain the Samoan language in New Zealand. This study used the concept of fono a le nu'u (village fono in Samoa) to examine strategies and practices associated with it as it is reconfigured in the New Zealand context in the family fono and church fono. Data were gathered from two churches and their congregations through questionnaires, interviews and observations. The questionnaire responses were analysed according to the participants' responses and their description of fono properties. The interview responses were analysed using the same process and properties of fono as vehicles for language socialisation. The observations were analysed based on the interactions in Sunday schools and in homes. This included direct teaching and recitation. The results from the questionnaires show that participants' views on the understanding of fono are based on three core properties. The first core property is sharing views in order to come to consensus over the decision making. The next core property is building unity within the fono. This occurs when the community is united in order to make effective decisions. The third core property is being responsible by giving and receiving guidance. This is to offer advice and to guide people on using the language and processes of performing a task. The findings from the interviews showed that the respondents had built on the core properties by describing these properties (in the questionnaires) as vehicles for language socialisation. For example, the core property of sharing of views, when done openly and interactively, effectively encouraged young people to use their language. In addition, it provided advice on how they should achieve their educational goals. The observations in the Sunday schools and in the homes illustrated that there were two pedagogical forms which are related to language socialisation. These were direct teaching and modelling, and recitation of tauloto. The direct teaching occurred when students are asked to perform the tasks, including the learning of their tauloto. In summary, the core properties of fono revealed the true nature of what fono is in its real sense and in relation to the cultural setting. In addition, the importance of these core properties as vehicles for language socialisation, it is argued, can enhance language learning of young people in particular, and for Samoans in general. They should be utilised in order to maintain their language.
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