sustainability of te reo māori with the use of waiata as...

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


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.


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


Untapped resources

• Second language acquisition strategies for implementation of waiata into practice.• Daniel Taylor• Lucy Gardner-Lee


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


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


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


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


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


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


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?


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 ?


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 .


He patai - questions

• If there is one thing you could take away from this session, what would that be?

He patai – questions


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.


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


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