203 research outputs found
'Te Kawau Mārō' The Role of Media in Revitalising Te Reo Māori
No full textThe intent of this thesis is to investigate the role media plays in relation to the revitalisation of te reo Māori in Aotearoa/New Zealand society. This is essential as the media's latent potential is often underestimated and therefore underutilised.
For Māori and inevitably te reo Māori, media has been a topic of heated contestation for over a century. It is postulated that throughout this troubled history, media's influence has contributed to an erosion of te reo Māori and then conversely, since the late 20th century, its attempted revival. The journey of te reo Māori from past to present may be likened to a voyage of a traditional 'waka hourua' (voyaging or double hulled canoe). 'Nga ngaru e toru' ('three waves') illustrates the three stages that I have defined as catalysts significantly impacting te reo Māori.
Grounded firmly in a Kaupapa Māori methodological and theoretical framework based on careful research and intimate cultural knowledge, my innovative approaches to language revitalisation entitled the Tapatoru (triangle) Model 1 and Tapatoru Model 2 will be introduced and explained. These distinct language revitalisation paradigms illustrate the core ingredients needed in effective language revival and illustrate the positioning and function of the media within these strategic models
A Way Forward for Te Reo Maori in English-Medium Education
No full textAotearoa is the home of the Māori people and their language; te reo Māori. When European settlers arrived, they brought with them a new language; English. The Treaty of Waitangi was signed in 1840 and guaranteed Māori rangatiratanga (chiefly control) over their taonga, including te reo Māori. Over the years a negative language shift has occurred with many Māori moving from speaking te reo Māori to English. Although many initiatives, such as kōhanga reo were implemented in the 1980s, te reo Māori is still in a critical state. This research project is about te reo Māori experiences of both Māori and non-Māori whom were all attached to a English-medium primary school in Aotearoa/New Zealand. This study sought to understand the ways in which te reo Māori was being passed on, or not, from person to person and from one generation to the next
The Application of Critical Discourse Theory: A Criterion-Referenced Analysis of Reports Relating to Language Revitalisation in Australia and New Zealand
No full textThe discipline of language policy and planning (LPP) is often proposed as a viable tool for language revitalisation. However, the conventional paradigm upon which LPP is based is inadequate for such an inherently political, contentious and problematic area of social policy, and does not address the hegemonic and counter-hegemonic discourse that is at the very core of language revitalisation efforts. It is therefore argued here that LPP needs to be explicitly underpinned by critical discourse theory (CDT) if it is to be of genuine use to those involved in language revitalisation efforts, particularly to grass roots language activists. Following an introductory chapter which provides a background to the research and a rationale for it (Chapter 1), there is a critical review of selected literature on LPP and CDT, a review which ends by proposing a list of criteria which, it is argued, can be used to determine the extent to which discourse that is intended to be counter-hegemonic adheres to the principles of effective counter-hegemonic discourse as outlined in the literature on CDT (Chapter 2). In the following three chapters (Chapters 3, 4 & 5), these criteria are applied to the analysis of three recent reports that have a direct bearing on indigenous language revitalisation in Australia (Our Land Our Languages) and New Zealand (Ko Aotearoa Tēnei and Te Reo Mauriora). The first of these reports is found to adhere very closely to the criteria; the second less so; the third almost not at all. The different ways in which each of these reports has been received would tend to support the hypothesis that, other things being equal, the more closely a text of this type conforms to the criteria - that is, the more closely it is aligned to the fundamental principles of effective counter-hegemonic discourse as outlined in CDT - the more likely it is to be positively received and, therefore, to represent an effective challenge to the existing hegemony. The overall conclusion is that CDT can not only assist language activists by providing a basis for determining how successful counter-hegemonic discourse is likely to be in achieving its aims but has the potential to provide LPP with a secure theoretical foundation (Chapter 6)
Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language.
No full textLearning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language
Responding to the message: Responsive written feedback in a Maori to English transition context
No full textThis paper reports on the writing component of a community and
school Maori to English literacy transition programme implemented in a kura
kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8
students received responsive written feedback for their writing in English,
over a ten-week period, during their weekly independent writing time.
Students’ stories were mailed to a young Maori woman (the third author) in a
provincial city 100 kilometres from the kura . She was not known to any of the
students prior to the study, but she acted as an interested audience, and
responded in writing by focussing on the content or messages in students’
stories. She did not provide any corrective feedback on students’ writing.
The study employed an intra-subject multiple-baseline research design across
four school terms, with the responsive written feedback being introduced
sequentially to each of three student Year groups. Measures were taken of
total words written, adventurous words written, as well as holistic ratings of
audience impact and language quality. Data demonstrate positive gains in
both the quantity and quality of students’ writing, as well as maintenance of
high levels of writing accuracy for all Year groups
The influence of Socio-Economic Factors to Red Guava Farming Income in The Yard (Case Study: in Trirenggo Village, Bantul District, Bantul Regency)
No full textRed guava has many advantages, so it is the right choice as a mainstay commodity in agricultural development with a creative approach to agribusiness innovation. The purpose of this study was to analyze the socio-economic influence of guava farm income and to analyze the income of guava farm in the yard. To analyze the influence of socio-economic factors used multiple linear regression analysis. The results showed that socio-economic factors including family dependents (X1), capital (X2), land area (X3), experience (X4) affect the income of guava farming, while the age factor does not affect the income of guava farming. By using the income formula obtained by the average net income of Mr. June farm amounted to Rp. 4,069,683/month
Environment-insensitive two-photon ratiometric probe for in cellulo quantitative measurement of hydrogen peroxide
No full textThe quantitative analysis of a biological analyte directly through fluorescence imaging is essential in biomedical sciences but remains as a challenge owing to the environment-sensitive nature of fluorescence intensity. We show that a fluorescent hydrogen peroxide probe based on an in cellulo super-bright benzothiazolyl-benzocoumarin dye of which emission properties are insensitive to environmental changes offers a reliable and practical means for the quantitative analysis of hydrogen peroxide in cells and tissues directly through ratiometric imaging both under one-photon and two-photon excitation conditions. Different cellular hydrogen peroxide concentrations were determined for several cell lines and also for tumour and normal tissues. © 2021 The Author(s)11Nscopu
Developing a Bicultural Pedagogy to Teach Te Reo Kori: An Inquiry into My Own Teaching
No full textThis research project represents actions taken to inform and improve personal educational practices in teaching Te Reo Kori , ,the Maori dimension in physical education,, (Department of Education, 1987, p46). The project was undertaken within a twenty hour Te Reo Kori ,practical, with nineteen second year Physical Education students. A variety of strategies were utilised in an attempt to develop a better understanding of the concept and discourse of Te Reo Kori, and to be able to create a dialogue about teaching Te Reo Kori in a manner that is appropriately culturally responsive. Data was collected from student journals, photographs, questionnaire, observation, the author,s personal journal writing and analytical memos. The outcomes indicate a better awareness and understanding of Maori cultural beliefs and values, personal growth and development, in terms of more informed bicultural practices and a greater sense of purpose and value attached to the inclusion of Te Reo Kori in the Physical Education curriculum. By making Tikanga Maori a visible part of the physical education curriculum this research illustrates how it can play an important part in helping students to appreciate and value, the ethnic and cultural diversity of New Zealand and to raise Te Reo Kori from its marginalised position in the physical education curriculum. However, problems exist, practising a bicultural pedagogy is not a simple task to achieve there is a struggle to achieve small steps in the process
Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education
No full textThis study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis
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