Academic literature on the topic 'Te reo Maori'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Te reo Maori.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Te reo Maori"
1
Ivanov, Andrey M. "LOANWORDS FROM TE REO MAORI INTO THE RUSSIAN LANGUAGE." Humanities And Social Studies In The Far East 19, no. 1 (2022): 188–96. http://dx.doi.org/10.31079/1992-2868-2022-19-1-188-196.
Full textAbstract:
There are not many loanwords from the Maori language in Russian. Nevertheless, among them there are both exotisms ("Maori," "haka") and words that have become commonplace ("kiwi," "taboo"), whose deep connection with Polynesia and New Zealand is not always obvious to speakers. In addition, a number of borrowings from te reo Maori are found in some Russianspeaking subcultures ("mana," "poi").
2
Pitama, Suzanne, Annabel Ahuriri-Driscoll, Tania Huria, Cameron Lacey, and Paul Robertson. "The value of te reo in primary care." Journal of Primary Health Care 3, no. 2 (2011): 123. http://dx.doi.org/10.1071/hc11123.
Full textAbstract:
INTRODUCTION: The influence of indigeneity is widely recognised as a health determinant; however the impact of the utilisation of the indigenous language on health care has not been closely examined. AIM: To explore the Maori language (te reo) as a determinant of health from a Maori patients perspective. METHODS: Maori patients were recruited through Maori health networks and the snowballing technique. Thirty participants participated in one of three focus group interviews. A semi-structured interview explored the utilisation of health services, comfortability with service delivery and perceptions of general practice surgeries cultural competency. Thematic analysis was utilised to interpret the data. RESULTS: Te reo was recognised as an important cultural competency, noted by participants as contributing to the development of appropriate doctorpatient relationships and their feelings of being valued within a practice. Patient-led use of te reo was identified as most appropriate, an indicator of quality of care. DISCUSSION: The training of primary care staff in te reo should be encouraged. Developed as a competency, this will see primary care settings better able to respond to Maori patients and in turn support Maori health gains. KEYWORDS: Maori health; Maori language; family practice; quality health indicators
3
Hohepa, Margie, Linda Tuhiwai Smith, and Stuart McNaughton. "Te Kohanga Reo Hei Tikanga Ako i te Reo Maori: Te Kohanga Reo as a context for language learning." Educational Psychology 12, no. 3-4 (January 1992): 333–46. http://dx.doi.org/10.1080/0144341920120314.
Full text
4
Marshall, James, and Michael Peters. "Te reo o te tai Tokerau: The assessment of oral Maori." Journal of Multilingual and Multicultural Development 10, no. 6 (January 1989): 499–514. http://dx.doi.org/10.1080/01434632.1989.9994394.
Full text
5
Reedy, Tamati. "Te Reo Maori: The Past 20 Years and Looking Forward." Oceanic Linguistics 39, no. 1 (2000): 157–68. http://dx.doi.org/10.1353/ol.2000.0009.
Full text
6
Mercury, Monica, and Bronwyn Wood. "Compulsory te reo Māori in Aotearoa New Zealand schools." New Zealand Annual Review of Education 27 (November 24, 2022): 25–43. http://dx.doi.org/10.26686/nzaroe.v27.8030.
Full textAbstract:
While support for compulsory te reo Māori in schools in Aoteaora New Zealand is growing, there is a risk that any future policy could fail, or be only poorly implemented, unless we understand more deeply the factors which shape effective language policy implementation in schools. In this paper we employ a ‘future policy analysis' to explore what it would take to effectively implement a compulsory te reo Māori policy in schools in the future. We report on interviews with twelve purposively selected stakeholders (including Māori, Pākehā, Chinese and Samoan teachers, principals and one Member of Parliament) to elicit from their experiences and reflections the key elements required to implement te reo Māori well in schools. Participants identified that prioritising and valuing te reo Maori was foundational and essential for any potential policy shift at both national and school level. In addition, participants elaborated on how teacher expertise, resourcing, time and leadership support through senior management was integral to successful adoption and implementation. The paper concludes by recommending urgent attention to a range of future-focused strategies that beginning right now could bring about transformational change in our schools and give te reo Māori the mana it deserves.
7
Wilson, Helen. "TE WA WHAKAPAOHO ITE REO IRIRANGI: Some Directions in Maori Radio." Perfect Beat 1, no. 4 (October 3, 2015): 98–110. http://dx.doi.org/10.1558/prbt.v1i4.28674.
Full text
8
Tweed, Brian. "Kua Tae Mai A Tokotoko – Me Aha Ahau? A Pākehā 2n The Paepae?" Kairaranga 20, no. 1 (January 6, 2020): 6–15. http://dx.doi.org/10.54322/kairaranga.v20i1.312.
Full textAbstract:
In this piece, I recount some events in which I was called upon to speak in te reo Maori on behalf of others in a variety of formal situations. I call this being ‘on the paepae’ but the paepae should be understood more properly as the paepae tapu. I will leave the further explanation of this for others who should rightly speak about such things. For my purposes here, the paepae is understood to be any situation in which one acts as a spokesperson for others and follows tikanga Maori in a contemporary context. I always feel like I am on the paepae when speaking te reo Maori in many situations. More often than not, this happens in schools. We are usually not on an actual marae but, nonetheless, a paepae is brought into existence. I have done this speaking (whaiko rero) with varying degrees of success and competence, and not a little anxiety. I have got it wrong sometimes and failed utterly in my responsibilities. A few times I have done well. Recently, my father-in-law presented me with a tokotoko, a ceremonial ‘walking’ stick (or perhaps it should be talking stick), to be carried when doing whaiko rero. This was a surprise and has caused me to reflect on my position as a Pa kehaon the paepae. Kua tae mai a tokotoko. Me aha ahau? The walking stick has arrived. What should I do?
9
Te Ava, Aue, Christine Rubie-Davies, Airini, and Alan Ovens. "Akaoraora'ia te peu ‘ā to ‘ui tūpuna: Culturally Responsive Pedagogy for Cook Islands Secondary School Physical Education." Australian Journal of Indigenous Education 42, no. 1 (August 2013): 32–43. http://dx.doi.org/10.1017/jie.2013.12.
Full textAbstract:
This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.
10
Manuel, Shelley. "Structured literacy: An approach to support ākonga who present with dyslexic tendencies in Māori medium education to learn to read, write and spell in te reo Māori." Kairaranga 23, no. 1 (September 13, 2022): 74–105. http://dx.doi.org/10.54322/kairaranga.v23i1.277.
Full textAbstract:
Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Forman et al., 2016; IDA, 2018; National Reading Panel NRP, 2000, TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support bilingual tamariki (children) who may present with dyslexic tendencies in Māori-medium immersion contexts. Through an anonymous questionnaire to kaiako within Kura Kaupapa Māori (Māori-medium immersion schools) who teach or have taught tau 0-10 ākonga (years 1-10 students), participants shared what they know and understand about literacy, dyslexia and how this learning difference might reveal itself through te reo Māori (Maori language) and English. The findings highlighted the potential structured literacy has to benefit all ākonga in both languages and the need for te reo Māori resources and professional development on dyslexia and structured literacy.
Dissertations / Theses on the topic "Te reo Maori"
1
Gallagher, Kerrie Louise. "An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1879.
Full textAbstract:
The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion class settings. A second aim of the study was to explore the cultural responsiveness and pedagogical appropriateness of the intervention approach and the importance of relationship building (whakawhanaungatanga) to successful interventions. Nine children participated in the study. These children (aged between 5 and 8 years) were recruited from two Kura Kaupapa Māori settings in differing urban areas in New Zealand. The children entered the study on a rolling basis in groups of three. The first three participants to enter the study were recruited from the one classroom on the basis of their demonstrating specific language impairment (SLI). The second group of three participants attended a different classroom and these participants were recruited into the study as a result of identified delayed reading development (RD). The third group of three participants from a third classroom was selected as the participants exhibited typical spoken and written language development (TD). The intervention technique utilized in this study adopted a structured approach to teaching the meaning of pre selected vocabulary items that were embedded in class story books. Three different books were selected and each book was read by the teacher to the whole class three times during a one week period. The target vocabulary was highlighted each time it occurred in the story through the following techniques: an adult definition was given for the word, an antonym or synonym was given, and the meaning was acted out by the teacher or the picture detailing the meaning of the word in the book was highlighted. A single subject research design using pre-intervention, intervention and post intervention assessment probes for the target vocabulary items was employed to examine the effectiveness of the intervention in teaching the children the targeted vocabulary. Teacher interviews were also carried out to assess the appropriateness of the intervention in relation to the philosophy of the Kura Kaupapa and its pedagogical appropriateness and cultural responsiveness. The results suggested that the children in all three groups (SLI, RD and TD) made moderate gains in the acquisition of the target vocabulary supporting the hypothesis that targeting vocabulary in story book retelling at a whole class level will lead to acquisition of the vocabulary by the participants' exposed to the intervention. However, using a Two Standard Deviation method to evaluate the significance of each participant's change, the gains made for the RD and SLI participants were not significant. The TD participants did demonstrate a significant difference in the number of words correct. The teachers of the participants involved in the study reported positively on the effectiveness and appropriateness of the intervention for inclusion within the Kura Kaupapa and classroom programme. In particular, teachers' reported that as the intervention included each child in the class (as opposed to a withdrawal intervention model) the intervention was more appropriate for the philosophy of the Kura Kaupapa. The teachers' also reported the effectiveness of the intervention for the development of collaboration and relationship building between the teacher and researcher (a speech-language therapist. The data showed that the intervention investigated in this study was culturally responsive and pedagogically appropriate. It could be included as a component of the class programme as it was responsive to the philosophy of the Kura Kaupapa. The participants' did make moderate gains in the acquisition of the vocabulary (although not at a level to be considered significant for children with delayed development). Further research is necessary to explore the effectiveness of what may potentially be a useful intervention to enhance vocabulary development for children in Kura Kaupapa.
2
Paterson, Lachlan, and n/a. "Nga reo o nga niupepa : Maori language newspapers 1855-1863." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2004. http://adt.otago.ac.nz./public/adt-NZDU20070502.151028.
Full textAbstract:
By 1855, most Maori still lived in a tribal setting, with little official Pakeha interference. This would have been as they expected, exercising their tino rangatiratanga, the chiefly rights guaranteed by the Treaty of Waitangi. However, their world was changing. In an effort to gain Pakeha goods, many Maori had entered the market economy. Most had converted to Christianity. Many could read and write. Some had sold land to accommodate the increasing numbers of Pakeha settlers. These trends gratified the government. It envisaged a New Zealand society dominated by Pakeha, in which European mores would be norm, and where its sovereignty, gained through the Treaty, would be substantive rather than nominal.
At this time, the government pursued the policy of iwi kotahi (one people) or "amalgamation". This policy included the aim of elevating Maori socially and economically by extending to them the benefits of European civilisation. It sought too to encourage Maori to give up their "waste" lands for Pakeha settlement and for Maori to accept the rule of English law, and government authority. Ultimately the two races would become one society- a Pakeha-style society. The government used newspapers for disseminating its message to Maori, publishing the bi-lingual Maori Messenger-Te Karere Maori from January 1855 to September 1863.
This thesis investigates the government�s newspaper, plus other Maori language newspapers appearing within the period, printed by government agents, evangelical Pakeha, the Wesleyan Church, and the rival Maori government, the Kingitanga. The thesis not only looks at the impact of newspapers upon Maori society and politics at this time, but also how the newspapers portrayed the major social and political issues to Maori, including the first Taranaki War, the Kohimarama Conference, and the impending all-out war with the Kingitanga in Waikato.
Using the newspapers as its major source, this thesis seeks to show how Maori might have understood the issues, and where possible, to allow them to respond in their own voices. We are fortunate that for almost a year the Kingitanga was able to publish its own views in Te Hokioi, thus allowing the anti-government Maori voice to articulate its stand. However, Maori opinion was hardly unitary. The Pakeha-run Maori language newspapers, through reports, reported speeches, and their corresponence columns, provide another set of Maori opinions, which show a variety of opinions on political and social issues. Many histories of this period focus on the tensions and conflicts between Crown and Maori, thus marginalising pro-government Maori, the waverers, and those who merely wanted to keep trouble from their door. This thesis endeavours to illuminate the whole colonial discourse as it appeared in the Maori language newspapers, providing as wide a range of opinions as possible.
3
Stehr, Claudia. "Shakespeare as transcultural narrative : Te tangata Whai rawa o Weniti = The Māori Merchant of Venice /." e-Book (PDF), 2006. http://www.library.auckland.ac.nz/eproducts/ebooks/Shakespeareastransculturalnarrative.pdf.
Full textAbstract:
Thesis (MA)--Technischen Universität Carolo-Wilhelmina zu Braunschweig, 2006.Title from PDF cover (viewed on 5 October, 2007 ). "Magisterarbeit zur Erlangung des Magistergrades (M.A.) am Fachbereich für Geistes- und Erziehungswissenschaften".
4
Laws, Mark R., and n/a. "Maori language integration in the age of information technology: a computational approach." University of Otago. Department of Information Science, 2001. http://adt.otago.ac.nz./public/adt-NZDU20070517.123300.
Full textAbstract:
A multidisciplinary approach that involves language universals, linguistic discourse analysis and computer information technology are combined to support the descriptive nature of this research dissertation. Utilising comparative methods to determine rudimentary language structures which reflect both the scientific and historic parameters that are embedded in all languages. From a hypothesis to the proof of concept, a multitude of computer applications have been used to test these language models, templates and frameworks. To encapsulate this entire approach, it is best described as "designing then building the theoretical, experimental, and practical projects that form the structural network of the Maori language system". The focus on methods for integrating the language is to investigate shared characteristics between Maori and New Zealand English. This has provided a complete methodology for a bilingual based system. A system with text and speech for language generation and classification. This approach has looked at existing computational linguistic and information processing techniques for the analysis of each language�s phenomena; where data from basic units to higher-order linguistic knowledge has been analysed in terms of their characteristics for similar and/or dissimilar features. The notion that some language units can have similar acoustic sounds, structures or even meanings in other languages is plausible. How these are identified was the key concept to building an integrated language system. This research has permitted further examination into developing a new series of phonological and lexical self organising maps of Maori. Using phoneme and word maps spatially organised around lower to higher order concepts such as �sounds like�. To facilitate the high demands placed on very large data stores, the further development of the speech database management system containing phonological, phonetic, lexical, semantic, and other language frameworks was also developed. This database has helped to examine how effectively Maori has been fully integrated into an existing English framework. The bilingual system will allow full interaction with a computer-based speech architecture. This will contribute to the existing knowledge being constructed by the many different disciplines associated with languages; naturally or artificially derived. Evolving connectionist systems are new tools that are trained in an unsupervised manner to be both adaptable and flexible. This hybrid approach is an improvement on past methods in the development of more effective and efficient ways for solving applied problems for speech data analysis, classification, rule extraction, information retrieval and knowledge acquisition. A preliminary study will apply bilingual data to an �evolving clustering method� algorithm that returns a structure containing acoustic clusters plotted using visualisation techniques. In the true practical sense, the complete bilingual system has had a bi-directional approach. Both languages have undergone similar data analysis, language modelling, data access, text and speech processing, and human-computer network interface interaction.
5
Clarke, Te Hurinui. "He Konohi Kainukere: An Exploration into the Factors that Encourage Retention in Senior Te Reo Maori Programmes in English Medium Secondary Schools in Waitaha, Canterbury." Thesis, University of Canterbury. Māori, Social and Cultural Studies in Education, 2010. http://hdl.handle.net/10092/6350.
Full textAbstract:
During the 1960’s Maori concerned about the state of te reo Maori lobbied the government to have te reo Maori included as a teaching subject in the New Zealand curriculum. In the early 1970’s they reaped the rewards of their hard fought efforts when te reo Maori became a taught subject in the New Zealand curriculum. However, even with te reo being taught in English medium schools, its use was still in decline creating even more anxiety about its survival.
In the 1980’s Maori took the matter into their own hands and the birth of Maori medium early childhood education centres named Kohanga Reo (Language Nests) was the result. Shortly afterwards Maori medium primary schools (Kura Kaupapa Maori) emerged followed by Maori medium secondary schools (Wharekura). There was a ground swell of support for
these community driven initiatives and it seemed te reo Maori would be returned from the brink of extinction. Even given the emergence of Maori medium educational facilities
including Wananga (Tertiary Institutes), the majority of Maori students have remained in English medium education. After a respite of about twenty years it would seem that te reo Maori is once again on the decline.
For many years kaiako reo Maori (Maori language teachers) in English medium secondary schools have grappled with the issue of high attrition rates from their senior te reo Maori
programmes. This is a significant issue as 85 percent of akonga Maori (Maori students) still participate in the English medium education system. However this problem plagues not only akonga Maori but also those who are non Maori. Te reo Maori programmes in mainstream New Zealand schools are offered to akonga as optional subjects. While retention is relatively unproblematic for akonga in the junior levels of secondary schools (ages 13 to 14), it
becomes a significant issue in the senior levels (ages 15 to 18) where attrition rates are considerably high. This research attempts to identify the factors that contribute to the high rates of attrition and offers some possible solutions to decreasing attrition rates amongst akonga reo Maori.
6
Moorfield, John C., and n/a. "A discourse on the nature of Te Whanake [kit] : a series of textbooks and resources for adult learners of Maori : a commentary on the body of work submitted for the degree of Doctor of Literature at the University of Otago." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 1999. http://adt.otago.ac.nz./public/adt-NZDU20070523.152527.
Full textAbstract:
As suggested in the regulations for the degree, this discourse on the nature of the Te Whanake series of Maori language textbooks and resources is being submitted with the series in support of the application for the award of the degree of Doctor of Literature (LittD) at the University of Otago.
The purpose of this discourse is to make explicit some of the principles that underlie what is contained in the textbooks, the audio-and videotapes and the teachers� manuals. Some of this commentary repeats information provided in Maori or English in the teachers� manuals. As well as concentrating information about the nature of the Te Whanake series into one document, it is also for the benefit of those who do not understand Maori.
This commentary will:
outline the author�s background leading up to the writing of the Te Whanake series;
discuss the content of the textbooks and resources;
make explicit the teaching methodology underpinning the series and how these methods are implemented;
explain the principles used in creating the textbooks and tape-recorded exercises; and discuss the pedagogic grammar of the Maori language contained in the textbooks.
While the four student textbooks are central to the submission, the total set of resources needs to be considered. The description in Chapter Two will give an insight into what the four student textbooks, the teachers� manuals, the study guides and the audio-and videotaped exercises contain.
While the textbooks, teachers� manuals, study guides and audiotapes of the Te Whanake series are original work by the author, the series does draw on the work of fluent speakers and writers of Maori, especially in the more advanced textbooks and supporting resources. This was necessary to expose the learners to a variety of contemporary texts as well as examples by writers from last century when Maori was still very much the language of Maori communities.
It seems that by 1929 Maori was being offered as a unit for the Bachelor of Arts degree by the University of New Zealand, although there is conflicting information regarding the precise date when this started. However, it was not until 1951 that the language was actually taught by a permanent member of the faculty at any constituent college of the University of New Zealand when Professor Bruce Biggs was appointed Lecturer in Maori Studies at the University of Auckland.The other universities in New Zealand have gradually followed. The University of Waikato introduced Maori as a subject for a Bachelors degree early in its life in 1970 under the leadership of Timoti Karetu, but the University of Otago, which was established in 1869, only introduced Maori as a subject in 1981 despite having produced some outstanding Maori graduates such as Sir Peter Buck.
It was only with the production of the Te Whanake textbooks and resources that a comprehensive series designed to teach Maori as a second language to adults has become available. Prior to the production of these resources the material available for teaching Maori language to adults was limited to a few grammar textbooks, the best of which was Bruce Biggs� Let�s Learn Maori. Other textbooks available were designed for teaching the language to children, the most notable of which are the more advanced textbook by Timoti Karetu called Te Reo Rangatira. There were no Maori language textbooks designed for developing the receptive and productive skills of adult learners of Maori. Some European languages such as English, French, Spanish and German have a variety of helpful and well designed textbooks and accompanying resources for adult foreign language learners. Maori had no such resources.
The Te Whanake series provides the basis for a structured Maori language programme from beginner level through to the advanced learner of Maori. While further resources will continue to be added to the series, with the publication in 1996 of Te Whanake 4 Te Kohure and its set of six videotapes there is finally a comprehensive set of resources for teaching Maori to adults.
7
Gallegos, Carina. "Paradigms on indigenous language revitalisation : the case of te reo Māori in Aotearoa New Zealand and Mapudungun in Chile : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/1041.
Full text
8
Royal, Tangaere Arapera. "Te hokinga ki te ūkaipō : a socio-cultural construction of Māori language development : Kōhanga reo and home." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/13392.
Full textAbstract:
There is a body of international research evidence that argues that as children learn and develop their language they are learning about and developing their perception of their socio-cultural environment. In turn as they interact within a specific context the nature of that context stimulates language. However there has been little comprehensive research carried out on the language learning practices of the children in Kōhanga Reo and in their home since the movement first began. This research explores the role that the whānau (family) plays in the construction of language development with the Kōhanga Reo child in their socio-cultural context. It critically examines the processes of language socialisation within the cultural base of Te Kōhanga Reo and in the child's home. The study's theoretical framework adopts a socio-cultural approach (Rogoff, 1995, 2003) couched within a bioecological model of whānau development (Bronfenbrenner, 1979, 2005). This framework assisted the researcher in unfolding the multi layers of social, cultural, political and spiritual influences on whānau development during the child's co-construction of Māori language within his/her two main settings Te Kōhanga Reo and home. From this premise a hypothesis was proposed, that the cultural base in Te Kōhanga Reo results in socio-cultural interactions (whanaungatanga) within the home and kōhanga that support the construction of language development as defined by tikanga Māori. The study examines the kaupapa (philosophy) of the Kōhanga Reo movement, its cultural base, the socio-cultural interactions that take place namely whanaungatanga, and the child's construction of te reo Māori (the Māori language). However discussions with whānau, recordings of the children's Māori language development, the cultural interactions between children and whānau soon highlighted the dynamic and passionate contribution that whānau, both home and kōhanga, make to their children's learning.
9
Hohepa, Margie Kahukura. "Hei tautoko i te reo : Maori language regeneration and whānau bookreading practices." 2000. http://hdl.handle.net/2292/517.
Full textAbstract:
I nga rua tekau ma rima tau nei ka puta ake ētahi kaupapa mātauranga hei whakaora i te reo tūturu o Aotearoa, i te reo Māori me ōna tikanga. Ka tirohia e tēnei tuhinga roa te kaupapa, arā, ma te kōrero Māori o te hunga tata ki ngā tamariki e ako ana i roto i te reo e puawai ai te kaupapa ako i te reo Māori. Ka tirohia te kaupapa nei, te ārohi i nga kōrero pukapuka-a-whānau hei tautoko i te reo. He huarahi te 'ao tuhi' i roto i nga mahi o ia rā hei whakawhānui i te whakaora i te reo, ki te pupuri hoki i nga tikanga Māori. Ka rangahautia e rua nga mahi e pā ana ki nga ritenga kōrero pukapuka-a-whānau o ngā tamariki nohinohi kātahi anō ka uru ki te kura kaupapa Māori. Ko te māramatanga i puta mai i ēnei rangahau, ma te hāngai tonu ki te kōrero tahi i nga pukapuka ki nga tamariki kua rima nga tau, e tupu ai te kōrero i te reo Māori i nga kāinga, e hāpai ai hoki nga kōkiritanga ki te whakaora, ki te whakawhānui i te reo i roto i nga kura me nga whānau. In the last quarter of the twentieth century a number of educational initiatives have emerged aimed at regenerating Māori, the indigenous language of Aotearoa-New Zealand. This thesis explores the premise that in order for such educational initiatives to be effective, those who have intimate contact with students in their personal domains of life also need to be interacting with them in the target language. It examines interactions in family literacy practices as a constitutive context for adult Māori language elaboration and acquisition processes. 'Literacy' is conceived as providing tools within sociocultural practices to amplify Māori language regeneration and cultural persistence. Across two separate studies the home literacy practices of ten families with new entrant children in a Māori medium sclooling initiative, kura kaupapa Māori, are examined. The results of the studies indicate that specific literacy-related strategies sited in bookreading with 5 year olds can increase the use of Māori language within homes, thereby increasing the effectiveness of Māori language regeneration programmes and initiatives across school and family settings.
10
King, Jeanette. "Eke ki runga i te waka : the use of dominant metaphors by newly-fluent Māori speakers in historical perspective : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics in the University of Canterbury /." 2007. http://hdl.handle.net/10092/977.
Full textBooks on the topic "Te reo Maori"
1
Division, New Zealand Communications. Four hui on the theme broadcasting, Te Reo, and the future: Te whakapaho me, Te Reo, a mua ake nei. Wellington: Ministry of Commerce, 1991.
Find full text
2
Te Reo: Dictionary = papakupu, Māori-English English-Māori. Paraparaumu, N.Z: Viking Sevenseas, 2006.
Find full text
3
The value of the Māori language: Te hua o te reo Māori. Wellington, Aotearoa, New Zealand: Huia Publishers, 2014.
Find full text
4
Māori language: Understanding the grammar = Te reo Māori : he kamārama wetenga reo. Auckland: Reed Publishing (NZ), 1997.
Find full text
5
Karena-Holmes, David. Māori language: Understanding the grammar = Te reo Māori : he kamārama wetenga reo. Auckland: Reed, 2006.
Find full text
6
Piripi, Walker, Raven Huriana, and Tōtika Publications, eds. Te tū a te toka: He ieretanga nō ngā tai e whā. Te Whanga-nui-a-Tara [Wellington, N.Z.]: Toi Māori Aotearoa, Tōtika Publications, 2006.
Find full text
7
Cleave, Peter. He tono moo Te Maataawai: A submission on Te Maataawai. Palmerston North: Campus Press, 2015.
Find full text
8
1942-2010, Thomas Allan, ed. Te ara puoro: A journey into the world of Maori music. Nelson, N.Z: Craig Potton Pub., 2014.
Find full text
9
New Zealand. Office of the Auditor-General. Implementing the Māori language strategy =: Whakamahinga i te rautaki reo Māori. Wellington [N.Z.]: Controller and Auditor-General, 2007.
Find full text
10
Te ao Māori: The Māori world. Auckland [N.Z.]: Reed Pub., 2007.
Find full textBook chapters on the topic "Te reo Maori"
1
"Te Kohanga Reo: Maori Language Rev italization." In The Green Book of Language Revitalization in Practice, 119–31. BRILL, 2001. http://dx.doi.org/10.1163/9789004261723_012.
Full text
2
Mataira, Peter. "Te Kaha o te Waiata — The Power of Music: Maori Oral Traditions illustrated by E Tipu e Rea." In Indigenous Religious Musics, 22–34. Routledge, 2017. http://dx.doi.org/10.4324/9781315092706-2.
Full text
3
Gray, Jack, and Jacqueline Shea Murphy. "Ruatepupuke II: A Māori meeting house in a museum." In Music, Dance and the Archive. Sydney University Press, 2022. http://dx.doi.org/10.30722/sup.9781743328675.03.
Full textAbstract:
Our contribution to this volume is not written in the same form as most academic articles, but rather as a kōrero – a term in Te Reo Maōri that is sometimes translated into English as narration, talk, discourse, account, conversation, and is also used as a verb, or something one does. To kōrero is to dialogue, converse, address, speak truth. The kōrero that follows is a sharing of thoughts and ideas that, like all kōrero, may or may not conclude with a clearly stated argument, and which requires from the reader active listening and trust that, in the act of our speaking together, meaning is being made. Their kōrero refers to engagements that Gray had in August 2017, with his father’s ancestor/ancestral whare (house), named Ruatepupuke II, currently held in the Field Museum in Chicago, Illinois, USA. These engagements, which Shea Murphy witnessed, involved Gray and several dancers visiting with Ruatepupuke, dancing in and with it,3 and then presenting these movement engagements in a dance work at a theatre across town in Chicago.
Conference papers on the topic "Te reo Maori"
1
Mortensen Steagall, Marcos. "Reo Rua (Two Voices): a cross-cultural Māori-non-Māori creative collaboration." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.184.
Full textAbstract:
In the last decades, there has been an emergence of an academic discourse called Indigenous knowledge internationally, creating a myriad of possibilities for research led by creative practice. In Aotearoa, New Zealand, Māori creative practice has enriched and shifted the conceptual boundaries around how research is conducted in the Western academy because they provide access to other ways of knowing and alternative approaches to leading and presenting knowledge. The contributions of Māori researchers to the Design field are evidenced through research projects that navigate across philosophical, inter-generational, geographical and community boundaries. Their creative practices are used to map the historical trajectories of their whakapapa and the stories of survival in the modern world. They overturn research norms and frame knowledge to express the values of Tikanga and Matauranga Maori. Despite the exponential growth in the global interest in Indigenous knowledge, there is still little literature about creative collaborations between Māori–non-Māori practitioners. These collaborative research approaches require the observation of Māori principles for a respectful process which upholds the mana (status, dignity) of participants and the research. This presentation focuses on four collaborative partnerships between Māori–non-Māori practitioners that challenge conceptions of ethnicity and reflect the complexity of a global multi-ethnic society. The first project is: The Māui Narratives: From Bowdlerisation, Dislocation and Infantilisation to Veracity, Relevance and Connection, from the Tuhoe film director Dr Robert Pouwhare. In this PhD project, I established a collaboration to photograph Dr Pouwhare’s homeland in Te Urewera, one of the most exclusive and historical places in Aotearoa. The second project is: Applying a kaupapa Māori paradigm to researching takatāpui identities, a practice-led PhD research developed by Maori artist and performer Tangaroa Paora. In this creative partnership, I create photographic portraits of the participants, reflecting on how to respond to the project’s research question: How might an artistic reconsideration of gender role differentiation shape new forms of Māori performative expression. The third project is: KO WAI AU? Who am I?, a practice-led PhD project that asks how a Māori documentary maker from this iwi (tribe) might reach into the grief and injustice of a tragic historical event in culturally sensitive ways to tell the story of generational impact from Toiroa Williams. In this creative partnership, I worked with photography to record fragments of the colonial accounts of the 1866 execution of Toiroa’s ancestor Mokomoko. The fourth project is: Urupā Tautaiao (natural burials): Revitalising ancient customs and practices for the modern world by Professor Hinematau McNeil, Marsden-funded research. The project conceives a pragmatic opportunity for Māori to re-evaluate, reconnect, and adapt ancient customs and practices for the modern world. In this creative collaboration, I photographed an existing grave in the urupā (burial ground) at xxx, a sacred place for Māori. This presentation is grounded in phenomenological research methodologies and methods of embodiment and immersion. It contributes to the understanding of cross-cultural and intercultural creativity. It discusses how shared conceptualisation of ideas, immersion in different creative processes, personal reflection and development over time can foster collaboration.