sustainability of te reo māori with the use of waiata as...
TRANSCRIPT
Daniel, Hilary, Lucy, Pikihora, Lisa, Tracy, (Paul in absentia)
Sustainability of te reo Māori with the use of waiata as pedagogy
Sustainability of te reo M ori with the use of waiata as pedagogy ā
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te tai Tokerau
Whakarongo
Whakarongo ki te tangi a te manu neiHe karanga, kia piri tatou
Whakarongo ki te tangi a te manu neiHe karanga, kia piri tatou
Aria atu ra, ki nga taonga tapuKo te mea nui, ko te aroha
Aria atu ra, ki nga taonga tapuKo te mea nui, ko te aroha
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
This workshop seeks to answer the question:
‘what factors help adult second language learners to become
proficient speakers of te reo M ori?ā
“Ko te p take o te M oritanga ko te reo M ori he taonga tuku iho na te ū ā āAtua”
The tap-root of M ori culture is M ori language a gift from the Creatorā ā
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Te reo M ori ‘must’ surviveā
• As Sir James Henare puts it,
“ko te reo te mauri o te mana M ori”, āmeaning ‘the language is the essence of
M ori culture.’ ā
(Chrisp, 1997, p.40) Asserts “Critical awareness of language issues is an important factor in increasing the use of te reo M ori language…”ā
Without te reo M ori the very survival of M ori people as M ori is in ā ā ādoubt.
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Nga ra o te wiki neiē
R hina, R tu, R apaā ā āKo nga ra o te wiki nei (aue)ēR pare, R mere, R horoiā ā āKo nga ra o te wiki neiēAue, R tapu, R tapuā āKo nga ra o te wiki neiēAue, R tapu, R tapuā āKo nga ra o te wiki neiē
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Untapped resources
• Second language acquisition strategies for implementation of waiata into practice.• Daniel Taylor• Lucy Gardner-Lee
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Waiata as pedagogy
• Waiata are used to tell a story • Waiata have simple tunes • The repetitive nature of waiata (as in waiata such as 'Kina,
kina' and 'Pakipaki, pakipaki tamariki ma) assist in retention of words
• The accompanying actions and rhythms reinforce the meaning of words and assists in the development of understanding patterns and sequences (Pangarau - Mathematics)
• Waiata encourages social interaction and is another form of expression
• Waiata is a useful tool for controlling inappropriate behaviour
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Waiata as pedagogy
• Waiata were linked to an activity that would develop the child's familiarity with tasks they would be "...expected to carry out as they matured" (Hemara, 2000, p. 15)
• Waiata were used to develop the child's ability to function as part of the community
• Promoting expertise in a variety of crafts and occupations was a goal of waiata
• Play motivates tamariki to participate • Learning through play occurs naturally and unconsciously • Social skills are developed through play
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
How waiata can assist in language learning
• Waiata can be used to incorporate:
• simple instructions
• praise phrases
• nouns, verbs, adjectives
• simple sentence constructions in te reo M oriā
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Kei hea te wheke
Kei hea te wheke, kei hea te wheke, Kei hea koe, kei hea koeKei roto t ku puku, kei roto t ku pukuō ōKei hea te pipi (x2)Kei hea koe (x2)Kei roto t ku puku (x2)ōKei hea te ika (x2)Kei hea koe (x2)Kei roto t ku puku (x2)ōKei hea te taniwha (x2)Kei hea koe (x2)Ko au te taniwha (x2)Aue, aue
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Kei hea te wheke
• Within this waiata, can you identify the following:• simple sentence constructions in te reo Māori
• Kei hea te• Pukapuka• Pene
• Kei roto te kapata• Kei runga te tepu
• nouns, • Koe• Ika• Pipi• Taniwha
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Taku Mokopuna e
Ko te taonga o tōku ngakauKo taku mokopuna eHe mokopuna korikoriHei aha, hei aha raKo te mea nui Ko te arohaKaua e patu taku MokopunaMe awhi, awhi maii taku mokopunaKorikori e.The greatest thing in my life, is my grandchild. A grandchild who moves around which is sweet as. The biggest thing is
love. Please do not smack by grandchild. Embrace and hold my grandchild who moves around everywhere
4th October 2014 – Celebrating Northland Tamariki Conference – Whakanui ana nga tamariki o te Tai Tokerau
Waiata aroha
What message is being told here
• What praise phrases can be identified• Ko te mea nui ko te aroha• Me awhi, awhi mai
• simple instructions • Mokopuna korikori• Me awhi, awhi mai• Te taonga o tōku ngakau
• Verbs• Korikori• Awhi, awhi
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Putiputi Kaneihana e
Putiputi kaneihana eMaku koe e kato eMehe mea ko koeKo taku tau p mauū
Piri rawa ki t nei uma eē
4th October 2014– Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Putiputi kaneihana e
• What story is being told here?
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
He p tai arotihaehae - reflective āquestions
• What skills are acquired by tamariki through the
use of waiata?
• Can these skills be transferred into other areas of
learning?
• How can a waiata resource be used to support
language acquisition?
• What links can be made to Te Wh rikiā ?
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Links to theory & readings
• Hemara, (2000, pp. 33-40; 68-79)• Ka’ai et al, (2004, chapters 4, 5, 6, 9 & 14)• Mead, (2003, chapters 3, 4, & 6, p. 272)• Ministry of Education, (1996, Part C, pp. 39-44)• Nuttall, (2013, chapter 2)• Te Tari Puna Ora o Aotearoa/ NZCA, (2011, pp. 100-134)• Wiri, (2008)• Moeke-Pickering, (1996)• Pere, (1997)• Sadikeen & Ritchie, (2009)• Skerrett, (2007)• Mihaka, (2008)
• Video: • Ministry of Education, 2003. Te rere a Te Amokura: Supporting the
regeneration and maintenance of the M ori Language.ā Wellington: Learning Media in association with Te K hanga Reo o Te Amokura and Video Campus Ltdō .
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
He patai - questions
• If there is one thing you could take away from this session, what would that be?
He patai – questions
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Rangahau/ research
• The question provided and the workshop occupies a multidisciplinary space, drawing on
research from adult second language acquisition, waiata as pedagogy and language revitalisation.
The workshop makes an original contribution to all three bodies of literature by examining and presenting anecdotes from a previously untapped source; successful adult language learners.
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau
Mihi whakanui
Nga mihi nui kia koutou, thank you for your time this morning,We now leave you with the words of revered tupuna Ta Hemi Henare,
Kua tawhiti k to haerenga mai, kia kore e haere tonuēHe tino nui rawa ou mahi, kia kore e mahi nui tonu
We have come too far, not to go furtherWe have done too much, not to do more
Mauriora ki te whenua
4th October 2014 – Celebrating Northland’s Tamariki – Whakanui ana nga tamariki o Te Tai Tokerau