Changes in Lea Faka-Tonga use have been caused by economic, social, and political factors such as colonisation and globalisation. Learners of Lea Faka-Tonga contribute to the language's revitalisation and maintenance, ensuring continuity of intergenerational transmission.

Language revitalisation and maintenance is correlated with the wellbeing of heritage speakers and the communities in which the language is spoken. By protecting the ongoing vitality of Lea Faka-Tonga, students are able to learn about, and revive, cultural traditions, behaviours, and ways of relating to family, friends, and community members. All people have the right to know their heritage language, reclaim or build upon their sense of identity and belonging, and strengthen intergenerational relationships.

Students learn the importance of the vitality of Lea Faka-Tonga from different perspectives, leading to reflection on their own identity and heritage language(s). As they explore Lea Faka-Tonga, and encounter the information and ideas it conveys, students recognise how unique, irrecoverable knowledge is embedded within language. Through this, students understand the significance of preventing language loss for present communities and future generations.

The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around us. It also broadens their opportunities to travel, study, and work in Lea Faka-Tonga-speaking communities within and outside of Aotearoa New Zealand.

Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of Lea Faka-Tonga-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in Lea Faka-Tonga-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.

Ultimately, communication in an additional language is an important step towards global citizenship.

Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.

Students who learn Lea Faka-Tonga get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.

Like te reo Māori, Lea Faka-Tonga is a Polynesian language and shares many commonalities, as well as clear points of divergence, with other languages in that group. Similarities in vocabulary and in the structure of possessives and personal pronouns are two such examples. English, while belonging to a very different language family, has also had historical impacts on Lea Faka-Tonga.

Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next – contributing to personal, community, national, and global identities.

Learning an additional language gives students the richest possible access to another culture because it enables them to communicate with the people that live it and allows them to explore the authentic spoken and written expressions of it. In that way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.

Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.

Heritage learners of Lea Faka-Tonga have a unique opportunity to develop an understanding of how language, culture, and identity are linked. Learning about culture through Lea Faka-Tonga, students develop awareness of their own identity – how it is formed and how it continues to evolve. As students’ prior knowledge of the language and culture will vary, however, no two journeys will be the same. Regardless of these differences, continued learning in a subject that values and celebrates their identity, language, and culture will support wellbeing of the individual, their whānau, and their community.

"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."

(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)

Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.

By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.

The ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.

Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.

The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.

Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.

As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use Lea Faka-Tonga outside the classroom where language learning truly flourishes.

Through language learning, students become better equipped to communicate competently and meaningfully not only in Lea Faka-Tonga, but the language(s) they already know. The attributes gained such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.