Abstract
Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.
Highlights
In the current New Zealand sociolinguistic landscape, te reo Māori (‘the Māori language’) is enjoying a high status in society and positive acceptance by the majority of non-Māori New Zealanders (Te Puni Kōkiri, 2019; DE BRES, 2011; TE HUIA, 2016; DUDER, 2017)
Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article discusses a qualitative case study focused on a 10-week te reo Māori programme, Te Hā o Te Reo (‘the essence of the language’) offered to staff at a New Zealand university
Through a discussion of interview data collected as part of a wider investigation of the experiences of non-Māori adult students of te reo Māori as a second language, the current article reports on some of the pedagogical practices employed throughout the course as described, discussed and assessed by a sample of student participants and by the courses’ chief designer and lead teacher
Summary
In the current New Zealand sociolinguistic landscape, te reo Māori (‘the Māori language’) is enjoying a high status in society and positive acceptance by the majority of non-Māori New Zealanders (Te Puni Kōkiri, 2019; DE BRES, 2011; TE HUIA, 2016; DUDER, 2017). The article discusses four key teaching practices in this course: Papa Whakakōrero: ‘a board to create conversation’; Tuakana-teina: ‘elder sibling-younger sibling’ collaborative learning; Mihi: a distinctively Māori manner of introducing oneself to others, and Te Hā o Te Reo: teaching the essence of the language. For each of these practices, we include a description, an assessment of its value and usefulness on the part of the instructor, and a reflection on its impact and effectiveness according to both the students’ testimonies and the instructor’s observations.
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