E TORU NGĀ REO:

AN ADDITIONAL LANGUAGE PROGRAMME

IN A KURA KAUPAPA MĀORI

William Flavell BTchg, BA, PGDip(Ed), MEd(hons)

Massey University

NZALT INTERNATIONAL BIENNIAL

CONFERENCE 2012

Whakapapa

Ko Ngā Puhi, Ko Ngāti Maniapoto ngā iwi.

Ko Ngā uri o Pohe, Ko Ngāti Pare ngā hapū.

Ko Manaia, Ko Rangitoto ngā maunga.

Ko Whangārei Terenga Paraoa, Ko Waipā ngā awa.

Ko Pohe, Ko Rereahu ngā rangatira.

Ko Wiremu Flavell toku ingoa.

Overview

Introduction

Literature Review

Methodology

Results

Discussion

Recommendations

Conclusion

Acknowledgements

IntroductionE

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Mā

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Mā

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Te Marautanga o Aotearoa

“Through our understanding of whanaungatanga, acquisition of languages entitles us to explore our own whakapapa, matauranga, whānau and individual identity while engaging in the rituals, histories, customs and cultural knowledge of others” (Ministry of Education, 2007).

Kura Kaupapa Maori Education

Ruatoki bilingual school.

Hoani Waititi Marae.

Revitalisation of Maori language.

Kōhanga Reo

Kura Kaupapa Maori

Te Aho Matua – Maori values philosophy

Literature Review

Bilingual Education.

Multilingual Education.

Intercultural Education.

South America setting

Ecuador Case Study

Additional language

research in New

Zealand.

South America Case Study

Past incidents of conflicts between peoples

Elite bilingualism and

Minoritised bilingualism

Bilingual Spanish/Kichwa

schools

Multilingual education in

Quito, Ecuador

International language curriculum planning

Research Questions

How has an additional language programme been developed and incorporated in a Kura Kaupapa Māori?

What are the attitudes of the community of the Kura Kaupapa Māori towards the teaching and learning of an additional international language programme?

What are the perceived benefits of learning an additional international language?

What relationship exists between additional international language and Kaupapa Māori?

Methodology

Case Study Approach

Ethical issues

Process of finding participants

Semi-structured interviews

Kaupapa Māori principles

Tino Rangatiratanga

Taonga Tuku Iho

Ako MāoriKia piki ake i ngā

raruraru o te kāinga

Whānau Kaupapa

Whakawhanaungatanga

Methodology – IBRLA MODEL

Initiation

Benefits

RepresentationLegitimation

Accountability

Setting

Kura Kaupapa Māori

Years 1 – 13

Decile 4

197 Students

18 teachers (general and specialist staff)

The development of a Spanish

language programme

Initiated by the curiosity of a parent.

Discussed at whānau hui.

Developed by the School Principal.

Sought funding from various trusts.

Teachers sent to intensive Spanish language course.

Metalinguistic skills.

The current Spanish language

programme in the school

Compulsory subject

Junior school – two classes per week

From year 4 – three classes per week

From year 9 – four classes per week (immersion)

Four Spanish language teachers/assistants

Year 10 Mathematics class in Spanish

International School Excursion

Integral feature of the Spanish language programme.

Senior school 3 month exchange

A week preparation in America

Billeted with local families

Intensive Spanish language course in Oaxaca

$8000 needed per student to attend.

Spanish language resourcing

Principal has translated language textbooks.

Interface between te reo Māori and Spanish.

NCEA Specifications.

Opportunities for technological based learning.

Spanish language programme

leadership

‘You need a passionate captain to drive it because such a programme would be difficult to implement in a KKM because there is nothing else really to model it from’

Leadership has been well-received by students, teachers and the community

Attitudes

Teachers

• “There are two languages of this land, and it will be exceptional that they leave with a further language”

• “A progressive step forward which encourages students to think outside of the square”.

Parents

• “Since the arrival of Pākehā to this country, New Zealand has had a monolinguistic view of the world.

• “Our world is so global these days, having another language is adding another feather to your bow”

Students

• “Learning Spanish has given me the opportunity to go to Chile, it‟s another language for me to learn and grow from”

• “Once you learn Spanish, it‟s easier of being in a full-immersion”

Perceived Benefits

Teachers

• Opportunities in tourism, trade and business opportunities.

• “Help challenge the assumptions that they have about themselves”

• “Children who are bilingual should be open to a third and a fourth language”.

Parents

• “Learning an additional language will allow the student to see further than just New Zealand”.

• “Learning Spanish helps build confidence, creates a more global person…and that Spanish is a widely spoken and practical language”.

Students

• Learning Spanish helped develop a better world view.

• “It helped with learning other subjects like History so it helps broaden your view”

Relationship between additional

international language learning and

Kaupapa Maori

Cultural

• Hakari (feast)

• Similar cultural traits (loving and caring people).

• Colonisation experiences.

• El dia de muerto („celebration of the dead‟)

Linguistic

• Pronunciation is similar to Maori.

Discussion Themes

Whānau Involvement

Positive Attitudes

Leadership

Native language teachers

Resources Globalisation

International school

excursions

Discussion 1

Whānau Involvement

• “Develop effective strategic plans, schools need to consult with their communities. Schools that involve parents and students in developing their strategic plan benefit from a sense of shared ownership and a community-wide commitment to language learning” (Ministry of Education, 2002).

Leadership

• Principals were able to recognise new opportunities that inspire, encourage and motivate others with a future vision for their school (Valentine & Prater, 2011).

• “Providing a model, identifying a vision and fostering group goals” (Valentine & Prater, 2011).

Native Language Teachers

• Native language teachers able to obtain better communication outcomes for students and that students preferred native language teachers in the higher grades (Madrid & Perez-Canado, 2004).

• English language skills not overly important for immersion atmosphere.

Discussion 2

International Excursions

• “More confident in their language skills and motivated to deepen their knowledge of other languages and cultures through language study and travel abroad” (Ingram, 2005).

• “Many educators share the view that language competence and cultural understanding are acquired most effectively while living in the target language country”. (Badstubner & Ecke, 2009)

Resources

• In order for successful language learning to occur, students need access to a range of appropriate language resources.

Positive Attitudes

• Negative attitudes reduced the motivation of language learners, while positive attitudes increased the enthusiasm of language learning (Merisuo-Storm, 2008).

• There is a relationship between positive attitudes towards learning and achievement (Sevim & Seda, 2006).

Recommendations

A strongly supportive community needed to implement an additional international language programme.

Planning of a comprehensive language curriculum.

International excursions – valuable but expensive.

Staffing and quality of teachers.

Acquire quality teaching resources.

Students must start learning from Year One.

Conclusion 1

A Kura Kaupapa Māori that taught a successful language programme was approached.

The Principal, five teachers, five students and three parents were approached.

The attitudes of the participants were overwhelmingly positive

Participants identified many benefits.

Success of programme can be understood in terms of various factors

Conclusion 2

Whānau support, leadership, quality teachers, international excursions and positive attitudes.

More importantly adheres to the six principles of Kaupapa Maori.

Spanish is not a threat to the Māori language.

He taonga nga reo katoa

•ぼくのしょうらいのゆめはニュージーランドでさいしょのマオリ人のしゅしょうになることです。

•ニュージーランドのわかい人達のもはんになりたいし、たばこをすったり、おさけを飲むことは体にわるいことを教えたいと思います。

•お金持ちになって、母に海のそばのマンションを買ってあげたいです。今のところ、ゴールはマオリ語と日本語がぺらぺらになって、ワイカト大学をそつぎょうすることです

Acknowledgements

University of Waikato

Dr. Nicola Daly

Haupai Puke

Participants of the research

Hillcrest High School

Whangārei Boys’ High

Friends/Whānau