NZC – Lea Faka-Tonga (Tongan) – Emergent

Receptive skills 

Listening

• recognise and respond to simple classroom language     
• understand specific detail and overall meaning in familiar contexts and in some unfamiliar contexts  
• begin to understand short oral texts that contain some unfamiliar language.

• understand and respond to classroom instructions and respectful expressions     
• understand specific details in contexts that may contain some unfamiliar language  
• make use of context and familiar language to work out meaning and relationships between things, events, and ideas. 

Reading

• understand specific detail and overall meaning in a range of short written texts consisting mainly of familiar language  
• begin to understand short written texts that contain some unfamiliar language. 

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• guess the meanings of unfamiliar words and phrases used in familiar contexts  
• understand overall meaning and specific detail in contexts that may contain some unfamiliar language  
• understand a range of short written texts that consist mainly of familiar language.
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Productive skills 

Speaking 

• describe familiar events, people, and things 
• present about matters of immediate personal relevance and importance. 

• use generally appropriate pronunciation, stress, rhythm, and intonation  
• express simple and original ideas  
• connect phrases in a simple way to describe experiences and events across time.

Writing

• prepare and write short texts on familiar topics  
• use resources appropriately, for example artificial intelligence (AI), dictionaries, and glossaries, to experiment with some new language in writing and to check spelling. 

• write information on familiar topics in a range of contexts, past, present, and future.

Interacting

• communicate information on the spot in contexts relevant to themselves, others, and their immediate environment  
• use an extending range of formulaic language to support meaningful interactions 
• use strategies to sustain a conversation, such as self-correcting, relying on known language to compensate for missing vocabulary, and utilising reference resources (as appropriate) 
• begin to communicate confidently in culturally appropriate ways.

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language

examples

Knowledge

The facts, concepts, principles, and theories to teach.

Practices

The skills, strategies, and applications to teach.

Language

examples

Cultural and sociolinguistic knowledge 

• Lea Faka-Tonga applies appropriate terms of address (e.g. Faiako, Fine‘eiki, Faifekau, Pisope) to reflect social hierarchy and respect in Tongan language interactions. 

• Using appropriate terms of address to convey respect and reflect the relationship between people 
• Using respectful languages for greetings and farewells to their friends, family members, and communities 
• Saying goodbye to one person going or staying and to two or more people going or staying

Greetings 

• Mālō e lelei Mele.  
• Mālō e lelei Faiako.  
• Mālō e lelei Fine‘eiki. 
• Mālō e lelei Pisope. 
• Mālō e lelei Faifekau. 
• Fēfē hake faiako?  
• Sai pē, mālō, fēfē hake koe? 
• ‘Oku ke sai pē?  
• ‘Io, ‘oku ou sai pē, mālō. 

Farewells 

• Mālō hoomou lava mai  
• ‘Alu ā ē!  
• Nofo ā ē!  
• Mo ‘alu ā ē!  
• Mo nofo ā ē!  
• Mou ‘alu ā ē!  
• Mou nofo ā ē!

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• Greetings are used to respectfully acknowledge the time of the day, relationships, and status. 
• Cultural protocols include shaking hands, bowing, and using a low and soft voice.  
• Appropriate language and gestures are used to show respect, build rapport, and maintain positive communication in Tongan settings/contexts.
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• Using formal introductions to respectfully acknowledge status, relationships, and cultural protocols in settings such as family gatherings and church functions 

Formal introductions 

• Mālō ‘etau lava Mele ki he pongipongi’ni. 
• Mālō ‘etau lava Faiako ki he ho‘ataa‘ni.  
• Mālō ‘etau lava Pisope ki he efiafi‘ni.  
• Po‘uli ā. Mohe ā.  

Addressing various people usingformal introductions 

• Fakatapu ki he ‘Otua.  
• Fakatapu ki he kau matapule. 
• Fakatapu ki he Hou‘eiki. 
• Fakatapu ki he Faifekau, Setuata. 
• Fakatapu ki he kainga lotu.

Linguistic knowledge 

• In Lea Faka-Tonga, there are certain distinguishing features between singular and plural forms in farewell expressions: 
  • Singular: ‘Alu ā ē! (Goodbye to one person leaving), Nofo ā ē! (Goodbye to one person staying) 
  • Plural: Mou ‘alu ā ē! (Goodbye to multiple people leaving), Mou nofo ā ē! (Goodbye to multiple people staying).
• There are pronouns and particles in expressions like mo ‘alu ā ē! and mo nofo ā ē! which extend the farewell to include others respectfully. 

• Understand formulaic expressions such as Mālō ‘etau lava [name/title] ki he [time of day] to structure formal introductions that acknowledge presence, time, and status. 
• Lea Faka-Tonga uses time-related expressions (e.g. pongipongi‘ni, ho‘ataa‘ni, efiafi‘ni) to situate greetings appropriately within the day’s context.

Cultural and sociolinguistic knowledge  

• Language can be used to share their connection to a village, church, or school. 

• Communicating about connection to place in formal contexts

Connection to place 

• Ko ‘eku fa‘e ‘oku ha‘u ia mei Toula ‘Vavau. 
• Ko ‘eku tamai ‘oku ha’u ia mei Petani ‘i Niuafo‘ou.  
• Na‘e fa‘ele‘i au ‘i Middlemore ‘i ‘Aokalani, Nu‘u Sila.  
• Na‘a ku nofo ‘i Otahuhu. 
• ‘Oku ou siasi Mamonga he Uooti Tonga ‘i Papatoetoe.  
• ‘Oku ou ako he Kolisi Tangaroa, Otara.  

• It is not the usual practice for Tongan people to write thank you letters. Instead, they give a Tongan speech, where they begin by paying respect to God and then continue with the most distinguished people present, progressing down through the ranks, depending on the context and occasion. 
• There is specific protocol language required for giving a formal speech. This includes:  
  • fakatapu refers to the order of acknowledging God, teacher, students, and topic. The order is God first and then depends on the audience, context, and topic
  • fakafe‘iloaki refers to the introducing oneself by name, age, year level, and school
  • Parents and villages and islands in Tonga are introduced
  • The number of children is introduced. The speaker is the eldest boy, and his dream career is to become a plumber
  • Tongan values are introduced: prayer, a peaceful family, and always doing their best at school with the hope of reaching their goals
  • A Tongan proverb is used as a metaphor to describe the reason for their migration to New Zealand. The proverb used here means ‘We live in the land of plenty’, referring to the opportunities New Zealand offers in relation to school, learning, and work opportunities to support families.

• Using appropriate ceremonial language and proverbs in speeches or events 

Fakatapu 

• Fakatapu ki he ‘Otua, fakatapu ki he Faiako, fakatapu ki he fanau ako kae ‘ata kiate au keu fakafe’iloaki atu au.  

Fakafe’iloaki 

• Ko hoku hingoa Sione, ‘oku ou ta‘u tahatolu, pea ‘oku ou Year 9 he Kolisi Tangaroa. 

Sino e lea 

• Ko ‘eku tangata’eiki ko Paula ‘oku lele mai ia mei Vaini, Tongatapu. Ko ‘eku fa‘e ko Meliana ‘oku lele mai ai mei Leimatu’a, Vava’u. 
• ‘Oku toko 3 ‘emau fanau, fanau tangata ‘e 3 mo e fanau fefine ‘e 3. ‘Oku ou lahitaha he‘emau fanau pea ‘oku ou faka‘amu keu hoko ko e Palama he kaha‘u. 
• Ko e famili lotu, nofo fe‘ofo‘ofani mo tokanga ki he ako foki. Ko e taumu‘a e hiki fonua mai ‘eku ongo matu‘a ki Nu‘u Sila ni ke mau omi ‘o ako, ke lava ‘emau sivi pea kumi ha’amau ngaue ke tokoni ki homau famaili. 

Faka’osi  

• Pea mo’oni ‘a e lea Tonga, ‘kuo mau taka ‘i fonua mahu’ he lelei hono ‘api ako mo e kau faiako pea mo e ngaahi faingamalie ngaue ‘o ka ‘osi ‘emau ako.  
• Fakamalo atu ho’omou fanongo mai ki he’eku lea.

Cultural and sociolinguistic knowledge 

• Language used in a Tongan lotu will depend on the context and occasion. For example, widely used words include: 
  • ‘Otua Mafimafi (God Almighty) 
  • laumalie (spirit) 
  • tataki (lead) 
  • Sisu Kalaisi (Jesus Christ) 
  • ‘Emeni (Amen). 

• Using formal language in lotu

Prayer for opening Tongan Language Week at a school assembly 

‘Otua Mafimafi, fakamalo atu he‘emau a‘usia e Uike Lea Faka-Tonga ‘o e 2025.  

Fakamalo atu he lava ke mau katoanga’i homau Tonga, ‘emau lea, ‘emau hiva mo e faiva mo homau ngaahi teunga faka-Tonga.  

‘Oku mau kole ho laumalie ke ne tataki e ako mo e feohi ‘oku mau fai mo ‘emau kau faiako mo e fanauako ke hoko ‘emau lea Tonga ko e fe’unu mahu‘inga ia ki he mo‘ui ‘a e fanau Tonga he ‘api ako ni. 

‘Oku mau kole ‘a e ngaahi me‘a ni ‘ia Sisu Kalaisi ko homau fakamo’ui. ‘Emeni. 

• Metaphors, simile, and personification reflect the cultural values of people, places, and phenomena. 

• Using metaphor, simile, and personification to describe people, places, and phenomena 

Metaphors 

• Ko e fu‘u ‘ahio‘ahio ‘ata ‘ene ha‘u, hono fu‘u ivi mo e fakailifia (person). 
• Ko e kolo na‘e ngaungaue pe he hiva mo e longoa’a” (place). 
• Ko e matangi na‘e ta nafa fakailifia hifo mei ‘a ‘ato (phenomenon). 

Similes 

• Na‘e moulu atu ‘ene ha’u hange ha mohe ha‘a pusi (person). 
• Ko Tonga ‘oku hange ia ko e siueli ‘o e Pasifiki (place). 
• Na‘e to ‘a e ‘uha hange ha sio‘ata ngahaha mei he langi (phenomenon). 

Personification 

• Ko ‘ene malimali na‘e tau‘olunga ‘o kapui e loki (person). 
• Kuo fonu koloa ‘a e fale he ngaahi manatu melie (place). 
• Kuo mafola atu e uma ‘o e la‘a he ngaahi mo‘unga kuo mohe (phenomenon).

Linguistic knowledge 

• Appropriate language structures to describe experiences in the past.

• Communicating about events and experiences

Talanoa ki he ako faiva he Polifesi  

• Na’a mau ako faiva he tuku ‘a e ako tu’o tolu he uike. 
• Ko e ngaahi ‘aho na’a mau ako faiva ai ko e Monite, Pulelulu mo e Falaite. 
• ‘I he kamata ‘a e ako faiva na’a ku mā he ko ‘eku toki ako ia ‘a e faiva sokē. 

Ngaahi fehu’i 

• Na’a mou ako faiva tu’o fiha he uike? 
• Ko e ha e ngaahi ‘aho ako faiva? 
• Ko e ha ho’o ongo’i ho’o kau ki he faiva soke?

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• When communicating about events using time-related connectives shows the order and helps organise ideas logically. 
• Numbers are used to show the order of events: ‘uluaki, ua, tolu, fa, nima, ono, faka’osi.
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• Communicating about a series of events and activities using time-related connectives

Ngaahi me’a na’e hoko he lolotonga ‘a e ako faiva ki he Polifesi 

‘Uluaki me’a na’e fai ‘e he kau taki ko e fakanofonofo e fanau ki he’enau ngaahi kalasi. 

Ua, na‘e fai ‘e he kau taki e taliui. 

Tolu, na‘e fai ‘e he taki ‘a e lea talitali ‘o e punake, faiako mo e fanau ako. 

Fa, na‘e hua ‘e he taki e fanau ‘a e hiva himi. 

Nima, na‘e fai ‘e he taki e lotu kamata. 

Ono, na‘e tuku leva e toenga e taimi ki he punake ke ako e faiva. 

Na‘e faka‘osi ‘aki e ako faiva e lea fakamalo, hiva mo e lotu tuku mo e fakamaau e holo.

Cultural and sociolinguistic knowledge 

• Communicating about travel, including comparing and contrasting how people travel

Travel on land 

• fononga he fonua 
• Lue lalo, hoosi, hoosi mo e saliote, ka, pasi, tekisi, paiki, pasikala.  
• Na‘a ku heka hoosi ki ‘uta.  
• Na‘a ku ‘alu pasi ki Nuku‘alofa. 

Travel by sea 

• folau tahi 
• popao, vaka 
• Na‘a ku folau he vaka ko e Malau ki ‘Eua. 
• Ko ‘eku tamai na‘e folau he popao ki Nautoka.  

Travel by air 

• folau he ‘ea  
• Vakapuna si‘isi‘i fakalotofonua ‘i Tongatapu, ‘Eua, Ha‘apai, Vava‘u mo e ongo Niua. 
• Na‘a ku ilifia he folau he ki‘i vakapuna si‘isi‘i ki ‘Eua. 
• Vakapuna lalahi ki tu’apule‘anga mei he mala‘e vakapuna Fua‘amotu ki ‘Aokalani, Nu‘u Sila–Sene, ‘Aositelelia. 
• Ko ‘eku toki heka e he vakapuna lalahi ki ‘Aokalani, Nu‘u Sila

• Lea Faka-Tonga applies the subject–verb–object structure to describe travel actions and participants.

• Communicating about travel, including comparing and contrasting travel modes, in the past and present

Tatau mo e kehekehe ‘o e fefononga’aki 

• ‘I he taimi fuoloá  na‘e lue lalo pē kakai Tongá ka ko e taimí ní kuo nau heka kā mo e pasi. 
• Na‘e folau vaka tahi mai ‘eku kuí ki Nu‘u Sila ni he 1960 ka ‘i he 1980 na‘a ku folau vakapuna mai.

Linguistic knowledge  

• Different language is needed to describe travel on land, by sea, and by air. 
• Words borrowed from English are used to communicate about modern modes or travel, for example: 
  • kalasi (car) 
  • felelei (airplane).
• The preposition ki is used before a place name to indicate direction, destination or movement towards somewhere. 

Linguistic knowledge

• Expressing a basic opinion on a topic like school, food, social media, or environment could start with simple phrases, like: 
  • ‘Oku ou fakakaukau ...
    (I think…) 
  • ‘Oku ou ongo‘i ...
    (I feel like…) 
  • ‘Oku ou tui ...
    (I believe…) 
  • ‘Oku ou sai‘ia ...
    (I like…) 
  • ‘Oku ‘ikai ke u sai‘ia ...
    (I dislike).

• Expressing a basic opinion 

Opinions 

• ‘Oku ou faka‘amu ke uike ‘e 8 he teemi. 
• ‘Oku ou sai‘ia he ako e Lea Faka-Tonga he ako.  
• ‘Oku ‘ikai teu sai‘ia he me‘akai fakavavevave. 
• ‘I he‘eku fakakaukau ‘oku faingata‘a keu kai mo‘ui lelei. 
• ‘I he‘eku vakai, ‘oku maumau‘i he mitia fakasosiale hoku taimi. 
• ‘Oku ou tui ‘oku tokoni e mitia fakasosiale ki he‘eku ako. 
• ‘Oku mahu‘inga ke tau malu‘i hotau ‘atakai. 
• ‘Oku ‘ikai teu sai‘ia he laku veve ‘a e fanau ako hotau ‘api ako ni.

• States and feelings can be expressed in the past, future, or present tense.

• Describing states and feelings

Past tense 

• Na‘a ku lotomamahi ... 
• Na‘a ku mafana. 

Future tense 

• Te u fiefia ke ma‘u ha ... 
• Te u fu‘u fiefia he fakataha ... 

Present tense 

• Ko e ‘uhinga ‘eni ‘oku ou lotosi‘i ai ... 
• ‘Oku ou loto lahi he na‘e tokoni‘i au..

Linguistic knowledge 

• Giving and following basic directions 

Directions to the hospital  

• ‘Alu hangatonu pe he hala Alexander. 
• Afe ki to‘ohema he Bairds Road. 
• Afe ki to‘omata‘u ki he loto sopingi. 

Directions to the supermarket 

• ‘Afe ki to‘omata‘u he hala Franklyn. 
• Afe ki to’ohema he hala Otara. 
• Hangatonu ai ki he maama he pausa ‘o afe ki to’omata’u. 
• Afe ki to‘omata‘u he hala Great South Road. 
• Afe ki to‘ohema he maama hoko. 
• Afe ki to‘omata‘u he roundabout. 
• Hangatonu ai pe ki he falemahaki. 

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• Lea Faka-Tonga uses context-specific vocabulary in instructional settings, including terms related to school, home, and food preparation. 
• Lea Faka-Tonga uses action verbs to describe physical tasks and processes. 
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• Giving and following basic instructions 

Classroom instructions 

• Tu‘u laine kātaki. 
• Hū ki loki ako. 
• Tangutu ki lalo. 
• To‘o ho‘o pepa mo e peni. 
• Fai e ngāue he palakipoe.  
• Ngāue fakalongolongo    
• Fanongo lelei.   

Home instructions 

• Ko ho‘o foki mai pē he  tuku ‘a e akó 
• Fetongi pea ke mālōlō. 
• ‘Ai ha me’a ke ke kai. 
• Fakamaau ho lokí  
• Vēkiume ‘a lotofale. 
• Fufulu ‘a e ‘u peleti. 
• Tokoni ke kukí 
• Seti e tēpile kaí 
• Taimi kai. 
• Fai ho‘o homework. 
• Lotu efiafi. 
• Taimi mohe ki he ako. 

Making ‘otai (pineapple, apple, mango)   

• Fufulu ‘a e ‘apele. 
• Lingi ‘a e hu‘akau ki he tini. 
• Tama ‘a e ‘apele ki he tini. 
• Hae ‘a e kapa fainā.   
• Lingi ki he tini. 
• Hae mo e kapa mango. 
• Lingi ki he tini. 
• Lingi ki ai mo e suka. 
• Heu fakataha. 
• Lingi ki ai mo e vai. 
• Heu ki he‘ene melie lelei. 
• Tufa leva ke inu. 

• Lea Faka-Tonga uses key vocabulary and expressions to give and follow basic directions in everyday contexts. This includes identifying and responding to directional cues, locating places, and navigating simple routes with the use of directional terms such as lue hangatonu, afe ki to‘omata‘u / mata‘u  and afe ki to‘ohema / hema. 

Linguistic knowledge 

• Adjectives and intensifiers are used to express the quality of items (e.g. ‘Oku sai ‘aupito and na’e momoho pea fuo lalah). 
• Lea Faka-Tonga uses past and present tense verbs to describe shopping experiences and decisions (e.g. Na’a ku ‘alu, Na’e ‘ikai te u fakatau and Te ta ‘alu).

• Communicating about the quality, quantity, and cost of things.

Interacting about qualities and costs 

• Mele: Malo e lelei ‘Ana, na‘a ke ‘alu ki he maketi he Tokonaki? 
• ‘Ana: ‘Io, na‘a ku ‘alu. ‘Oku ‘iai e ngaahi me’akai lelei. 
• Mele: Ko e ha e lelei taha na’a ke sio ai? 
• ‘Ana: Ko e mango. ‘Oku sai ‘aupito he na’e momoho pea fuo lalahi. 
• Mele: Na’e fiha e mango? 
• ‘Ana: Na‘e $2.50 ki he taha. Kapau te ke fakatau e tolu ‘oku $6.00 pe.  
• Mele: Fakalata, teu toki ‘alu ki he maketi he Tokonaki ko ‘eni. 
• ‘Ana: Na‘a ku sio ai he lole fo’i mata (eye-ball lollies). 
• Mele: Na‘e fiha ia. 
• ‘Ana: Na‘e $12 ki he ki‘i peketi. Na‘e 'ikai te u fakatau he na‘e fu‘u mamafa. 
• Mele: ‘Io, ‘oku fu’u mamafa ‘aupito ia. Sai ange pe fakatau e me‘akai lelei mo totongi ma‘ama‘a.  
• ‘Ana: Te ta ‘alu ‘o maketi he Tokonaki ko ‘eni? 
• Mele: ‘Io, ta ‘alu ‘o sio mo kumi pe me’a ‘oku lelei mo ma‘ama‘a e.