KA MAU TE WEHI

Session 1
Te whakapapa o Te Reo
Etahi atu korero
Tikanga – an understanding
View Scene 1 – What Tikanga is involved?
Journeys in Te Reo
Session 2
More viewing
Written material
Analysis
Adviser/Teacher needs
Protocols
Whakapapa mo Te Reo Maori

IO

RANGINUI RAUA KO PAPATUANUKU

NGA ATUA
(Nga tamariki o Rangi raua ko Papa)

IRA TANGATA

TUPUNA/IWI me o ratou ake reo

TE TAENGA MAI O TAUIWI

E AHU ANA KI HEA

 MAI I HEA?
• PRE 1840 Māori predominant language
• 1840 TOW
• 1850s Pakeha pop. Surpasses TW
• 1867 Native Schools Act English only
• 1896 Māori pop. Lowest ever
• 1913 90% children native speakers
• 1920s Apirana Ngata promotions
• 1930s Māori predominant language in homes/community
• 1940s Māori urban drift
• 1950s pepper potting
• 1960s Play centres encourage English
• 1961 Hunn Report Te Reo a relic
• 1970s Nga Tamatoa
• 1978 NZCER 70.000 fluent speakers
• 1982 Te Kohanga Reo
• 1985 First KKM 50.000 speakers of Te Reo
• 1987 Mao. Language Act Official Language
• 1995 10,000 speakers of Te Reo
• 1997 675 Kohanga, 54 KKM , 3 Whare Wananga, 55,399 learners
 TIKANGA

• He aha tenei mea te Tikanga?

• He maha he whanui hoki nga mohiotanga
– Convention
– Culture
– Custom
– Ethic
– Etiquette
– Fashion
– Formality
– Lore
– Manner
– Meaning
– Protocol
– Style
– Māori way of doing things – tika correct or right
1974 – 2004
Gate locked shut
Gate keeping
No contamination!
No one in
Te Reo enclosed
Tino Rangatiratanga
Māori only
2004 – 2005
Gate slightly ajar
Te Reo is a language
Research
Collegial
understanding
Need for theoretical
and academic
underpinning
2005 – 2006
onwards
Te Reo out, other
Reo in
New understandings
in
Need other
languages
Government edict
Adviser expertise
Partnerships
desirable
Collegiality with other language
advisers.
Teacher and school goodwill.
Resources
Concern for mainstream students and
teachers
 The role of the Adviser
What have we done?
• Distributed and dispersed new curriculum document with
appropriate PD
• Worked intensely with other language advisers re
courses for language learning
• Supplied CD’s to whole staff on formulaic expressions
• Attended second language teaching and learning PD
• Met with Principals, whole staff and BOT’s
• Supplied both written and oral support for teachers on
Tikanga
• Attended staff meetings to encourage teachers to teach
Te Reo
• Worked with parents to help support students learning
Te Reo
 Concerns and Issues
• Integrity of Te Reo
• Ability of teachers
• Sustainability of programmes
• The place of Tikanga
• The positioning of the new Marautanga
• Whanau and their concerns
 What might E.R.O find in these
schools?
• Teachers teaching Te Reo at a very basic level
• Sound planning based on the achievement
outcomes from the curriculum document
• Te Reo integrated into other curriculum areas
• Teachers learning with students
• Paucity of resources (including human)
• Second language learning teaching techniques
 Me pehea ahau?
Barriers for learners

• Courage
• Collegial support
• Community support?
• Resources- human – other
• Help with richness- Tikanga
• Language concerns eg pronunciation/structure