Eke Tangaroa!

LEON BLAKE & PĀNIA PAPA

Ako Panuku Hui ā-Tau 2021

He whakamārama i ngā āhuatanga o ngā paerewa paetae hou o NCEA Te Reo Māori. Ka kōrerohia ngā mātāpono e ārahi ana i te panonitanga o ngā paerewa paetae. Ka whakaatuhia hoki ngā kōrero matua me ngā taipitopito o te kaupapa me kore e tūpono mā reira e mārama ai ngā whakaaro o te rōpū whakahou i ngā paerewa paetae ki ngā kaiwhakaako i te reo Māori i ngā Taumata NCEA 1-3.

Ko wai a Pānia Papa?

He uri whakaheke tēnei nō Maungatautari me Tahaaroa, o roto i te rohe o Tainui. Ko Ngāti Korokī-Kahukura, ko Ngāti Mahuta ngā iwi.

Kua ū te whakaaro i roto i a au i ēnei tau nei ko te reo te kaupapa e pau ai aku kaha i ia rā, i ia rā i ngā rā o tōku ao. I tīmata taku ako i te kura takawaenga i te tau 1981 i raro i a Ian Christensen me Brendon Puketapu, tae atu ki a Pia Tahuri i aku tau i te kura tuarua o Tokoroa, e mārama ai au ki ngā kōrero a ōku kaumātua i noho rā ki te hapori Māori i te papakāinga o Pōhara. Nāwai, ka tupu te hiahia kia tū au hei kaiako, nōku ka tae ki Te Whare Wānanga o Waikato hei pia mā ngā kaiako o reira, o Wharehuia, o Tīmoti, o Hirini, o Te Haumihiata, o Murumāra, o Ngāhuia Dixon, o Mike Hollings, o Hoturoa Kerr, o Te Rita Papesch anō hoki. Ko rātou te kāhui kaiako nāna nei ahau i whakaaweawe ki te whāngai i te reo ki ētehi atu. Ko tētehi o ā te kaiwhakairo o te whare o te whakaiti whakataukī tētehi kōrero e ārahi tonu nei i aku mahi: ‘Ko te reo te taikura o te whakaao mārama.’

Ko wai a Leon Blake?

Nō Tūhoe, nō Tūhourangi/Ngāti Wāhiao, nō Waikato, nō Taranaki, nō Ngāti Kahungunu, nō Ngāti Porou.

He pononga a Leon nā te reo Māori e whai kirimana ana i roto i ngā kaupapa huhua e pā ana ki te reo pēnei i te waihanga rauemi, i te whakangungu kaiwhakaako, i te whakamāori, i te whakaako tauira anō hoki. Ko ngā kaupapa matua kei te aroaro i tēnei wā, ko Te Ahu o te Reo Māori ki Tāmaki Makaurau me Te Whanganui-a-Tara (he kaupapa whakaako i te reo Māori ki te hunga e mahi ana i te rāngai mātauranga mai i ngā kōhanga reo/puna reo/whare kōhungahunga, tae atu ki ngā kura tuarua/wharekura), e noho ana i raro i te maru o Pānia Papa me Takatū Associates Ltd; ko te whakaako hoki a rāua ko Pānia i tā Te Wānanga o Aotearoa Tohu Paerua o Te Reo Kairangi.

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Ko te reo te taikura o te whakaao mārama | Language is the key to understanding.

Dr. Te Wharehuia Milroy

Ngā Paerewa Paetae o Te Reo Māori

Ngā Ariā Matua | Big Ideas
  • He mea nui tā te ākonga whakaatu i tōna māramatanga, i runga i te tika o te reo, i te Māori hoki o te rere me te whakaaro | It is vital that students demonstrate contextual understanding of Te Reo Māori with accuracy, fluency, and cultural integrity.
  • He mea nui tā te ākonga whai wāhi atu ki te whakarauoratanga o te reo hei painga mō te takitini | It is also important that students contribute to the revitalisation of the language for the good of the collective. 

Te Ohu mō Te Reo Māori (NZC)

  • Irene Pewhairangi
  • Nick Fonotoi
  • Matt Fraser
  • Genae Thompson
  • Pānia Papa
  • Niako Hura

They wanted big ideas that were simple and clear for any reanga (level) to understand and follow. They worked on the premise that if it is simple and easy for both ākonga and graduates from kohanga reo and panekiretanga to follow, it should be easy for those in between to follow too. This ohu used the the same peha or mantra of…

“…ko te reo kia tika, ko te reo kia rere, ko te reo kia Māori, ko te reo kia ora.”

Sir Timoti Karetu
Ngā Akoranga Tāpua | Significant Learning

In the past the language/communicative modes of speaking, listening, reading and writing were taught and assessed separately. Now, they are all assessed together in one achievement standard. They have combined kōrero and whakarongo in one assessment so that it is not only one communicative skill being taught and assessed, but that they are interrelated and interconnected with other communicative skills. They also hope this will be reflected in our teachings and in the assessments. 

Kōtui ana ēnei pūkenga reo e rima e mātuatua ana e whai take ai te whakawhiti kōrero: te whakarongo, te kōrero, te pānui, te tuhituhi me te māramatanga ahurea. Ka whakaaturia tērā kōtuinga i te hōtaka ako mō te reo | The five main language skills necessary for effective communication, namely listening, speaking, reading, writing and cultural awareness, are interrelated, and this will be reflected in the teaching and learning programme for Te Reo Māori.

Te TIKA o te Reo (Taumata 6 NZC)

Ko ngā akoranga tāpua kei roto i tēnei ariā, ko ngā āhuatanga o te reo e aro ana ki te whakatakotoranga me te whakamahinga tika o te kupu, ki ngā tohu kārawarawa, otiia, ki te wetereo e kounga ai te whakawhitinga kōrero. He kaupapa tēnei hei tūāpapa mō te ako i te reo Māori e tika ana kia whakawhanakehia tonuhia | The significant learning within this big idea is language features that focus on structures and correct application of vocabulary, as well as on punctuation, which are all encompassed by grammar that ensures quality communication. This is an area at the foundation level in learning te reo Māori that needs further development. 

The aim here is to connect what our learners are thinking with what they are saying in te reo Māori. Papa and Blake are not saying that there should not be any errors or that it should all be correct.

“Me tika tonu te reo, ahakoa te māmā, te tūāpapa rānei o te reo, me tika tonu”

Blake, Oct 5, 2021

Te RERE o te Reo (Taumata 6 NZC)

Ko ngā akoranga tāpua kei roto i tēnei ariā, ko ngā āhuatanga o te whakahua, o te haureo, o te tangi me te manawataki o te reo e newanewa ai tōna rere. Kei tēnei ariā hoki ko te whānuitanga o ngā momo kīanga me ngā rautaki whakaraupapa kōrero | The significant learning contained within this big idea includes aspects of pronunciation, stress, intonation and the rhythm of the language, with an aim to be fluid and fluent in these respects. This big idea also involves a wide range of phrases and strategies for organising ideas for communication. 

E aro atu ki ngā momo rautaki e whakapuaki ai i ōna whakaaro, e newanewa ai te rere o te reo anō hoki. Hei whakaniko i te tika i te reo. Ka hoatu ko ngā āhuatanga pēnei i ngā momo kīwaha, i ngā momo kīanga, hei whakamōmona, hei whakapaipai, hei whakaniko i te kōrero ā te tauira. 

Kupu hou: pōtatutatu (distracted), pōruturutu haere (splashing about), newanewa ai tōna rere (smooth/fluid), whakamōmona (embellish)

Te MĀORI o te reo (Taumata 6 NZC)

Ko ngā akoranga tāpua kei roto i tēnei ariā, ko ngā āhuatanga o te whakaaro Māori ka ahu mai i tā te Māori titiro ki tōna ao me tōna taiao, pēnei i te kawenga o ngā tikanga me ngā mātāpono, i te whakapuakanga kōrero hoki e puta ai te wairua Māori i te reo | The significant learning contained within this big idea relates to aspects of Māori worldview that reflect the way Māori perceive their environment, such as practising customs and upholding  values and expressing ideas to maintain cultural integrity of the language. 

Papa admits that this will be the hardest to teach in classrooms where students have not grown up in their heritage customs, culture and/or language. So we are tasked with the hard job of trying to teach this to our students in our English-medium schools.

Te ORA o te reo (Taumata 6 NZC)

Ko ngā akoranga tāpua kei roto i tēnei ariā, ko te ahunga whakamua o ngā whakaaro ki te ora tautini o te reo, haere ake nei, mā roto mai i te wānanga i te huri o te reo me te whai i ngā rautaki whakarauora reo e kaha tonu ai te ora o te reo hei ngā whakatipuranga e tū mai nei | The significant learning contained within this big idea involves progressive thinking about the sustainability of the language into the future through engaging in critical analysis of language change and the implementation of language revitalisation strategies to ensure the language continues to thrive throughout the upcoming generations. 

“Exposing students to the history of the language, while also raising awareness that it is at risk. To bring ākonga’s attention to that fact that they are needed to keep the language alive.” 

Blake, Oct 5, 2021

Te Taumata 1 – NCEA Level 1

I te Taumata 1 NCEA (Taumata 6 NZC), ka ako ngā ākonga ki te tautohu, ki te whakaahua, ki te whakaatu hoki i ngā mōhiotanga me ngā ariā o te tūāpapa ki te reo Māori, mō te reo Māori hoki. Kua nui ake te uara o ngā whiwhinga i te Tika o te Reo me te Ora o te Reo hei whakanui, hei miramira hoki i te hiranga o te tika hei pūkenga tūāpapa, hei whakapiki ake hoki i te māramatanga ki ngā take me mātua whakarauora te reo | At Level 1 NCEA (Level 6 NZC), students in Te Reo Māori learn to identify, describe and demonstrate foundational knowledge and ideas in and about the Māori language. Higher credit values have been assigned to Te Tika o te Reo (Language Accuracy) and Te Ora o te Reo (Language Vitality) standards to acknowledge  and emphasise the  importance of accuracy as a foundational skill as well as raising awareness of the need for language revitalisation. 

Ngā Paerewa e Whā | Four Standards

There are four standards, which are larger but meatier standards. We are not allowed to exceed 6 credits per standard, and the total credits per subject cannot exceed 20 credits in total. Higher credit values of 6 credits have been assigned to Te Tika o te Reo (Language Accuracy) and Te Ora o te Reo (Language Vitality) standards to acknowledge  and emphasise the  importance of accuracy as a foundational skill as well as raising awareness of the need for language revitalisation. Half of the credits are achieved internally and the other half is achieved externally. 

Paerewa 1.1. Te whakaatu i te māramatanga ki te tika o te reo (Ā-waho – E 6 ngā whiwhinga) | Standard 1.1. This standard focuses on the students’ understanding and application of language accuracy (External – 6 credits)

Paerewa 1.2. Te whakamahi i ngā momo āhuatanga o te reo e rere ai te reo (Ā-roto – E 4 ngā whiwhinga) | Standard 1.2. This standard focuses on the students’ use of language features to support the fluid expression of ideas (Internal – 4 credits)

Paerewa 1.3. Te whakaatu i te māramatanga ki ētahi mātāpono Māori i te reo (Ā-waho – E 4 ngā whiwhinga) | Standard 1.3. This standard focuses on the students’ understanding of Māori principles within the language (External – 4 credits)

Paerewa 1.4. Te Tautohu i ētahi pānga o mua ki te mauri ora o te reo (Ā-roto – E 6 ngā whiwhinga) | Standard 1.4. This standard focuses on students identifying the impact of past events on the vitality of the language (Internal – 6 credits)

Reflection: I need to start teaching lessons just on these keywords (see the webinar by Kim Hagwood about building word awareness to improve writing)

Ngā Rerekētanga Matua | Key Differences

Ko ngā tohunga reo Māori, e tohunga ana ki te kōrero, ehara i te mea e tohunga ana rātou ki te tuhituhi | Those who are good at speaking in te reo, are not necessarily good at writing in te reo

In the Māori world, kōrero is a major thing. If you think of all the top orators and speakers of te reo Māori, they are experts because they are great speakers and orators of the language, not because they are great writers of the language. They saw that this was lacking in our kura auraki and it is the aim of these changes to improve the oracy of the language in our mainstream schools. They also aim to teach all the communicative modes together, instead of in isolation as they are currently being assessed and taught. They are all interdependent and interrelated to one another and should not be taught separately. You cannot be a great orator, without first having keen ears for listening, and you cannot learn to write without learning to read. They recommend that we teach them in two – i.e., kōrero/whakarongo, pānui/tuhituhi. 

Ngā Paerewa ō Mua (2014) | Previous Standards (2014)

  • He nui ake te aro ki te whakawhitiwhiti kōrero ā-tuhi (mā te tuhituhi, mā te pānui, mā te urupare ā-tuhi ki ngā ngohe whakarongo) | More focus on written communication (tuhituhi, pānui, whakarongo responses)
  • Motuhake ana te whakaakona me te aromatawaitia o ngā pūkenga reo takitahi | Single modes taught and assessed in isolation (Term 1 – whakarongo)
  • He mea whakarite ngā aromatawai ā-waho mō te Pānui, ngā aromatawai ā-roto hoki mō te Whakarongo, kia urupare te ākonga ki te reo Pākeha hei whakaatu i te māramatanga ki te kōrero ā-waha, ā-tuhi rānei | Pānui external assessments, and Whakarongo internal assessments, are designed for students to respond in English to demonstrate understanding of a listening or reading text/task.
  • E rima ngā paerewa (Whakarongo, Kōrero, Pānui, Tuhituhi, Waihanga Tuhinga), 18 ngā whiwhinga he aromatawai ā-roto, 12 ngā whiwhinga he aromatawai ā-waho | There are five standards (Whakarongo, Kōrero, Pānui, Tuhituhi, Waihanga Tuhinga), 18 credits internally assessed and 12 credits externally assessed. 
  • Ko ngā horopaki te pūtake o te kokenga i tētahi paerewa ki tētahi (te ao > te ao torotoro > te ao whānui) e whakawhānuitia ai ngā horopaki o ngā pūkenga reo | Contextual progression between levels (te ao o te ākonga > te ao torotoro > te ao whānui) – focussing on breadth.
  • Tū ai ngā aromatawai ā-waho i te pito whakamutunga o te tau, ka mutu, he tuhituhi te momo aromatawai | Externals took place at the end of the year through a written assessment.

Ngā Paerewa kua Whakahoutia (2020) | Revised Standards (2020)

  • He nui ake te aro ki te whakawhitiwhiti kōrero ā-waha (mā te kōrero, mā te whakarongo, mā te mātakitaki, mā te whakaatu hoki) | More focus in oral communication (kōrero, whakarongo, mātakitaki, whakaatu)
  • Ngātahi ana te whakaakona me te aromatawaitia o nga pūkenga reo takitini i te roanga o te tau kura (Te Wāhanga 1 – te kōrero, te tuhituhi me te mātakitaki) | Multiple modes taught and assessed simultaneously throughout the school year (Term 1 – kōrero + tuhituhi + mātakitaki)
  • Kua whakaritea te taumata o te reo i roto i ngā paerewa kia taea ai e ngā ākonga ngā aromatawai te whakaoti ki te reo Māori anake | All levels within standards have been designed to enable assessments to be completed in te reo Māori 
  • E whā ngā paerewa (Te Tika o te Reo, Te Rere o te Reo, Te Māori o te Reo, Te Ora o te Reo), 10 ngā whiwhinga he aromatawai ā-roto, 10 ngā whiwhinga he aromatawai ā-waho | There are four standards (Te Tika o te Reo, Te Rere o te Reo, Te Māori o te Reo, Te Ora o te Reo), 10 credits internally assessed, 10 credits externally assessed.
  • Ko te whakawhanaketanga o ngā pūkenga reo te pūtake o te kokenga i tētahi paerewa ki tētahi (hei tauira, whakaatu > mātai > whakatauira) e hōhonu ake ai te ruku ki aua pūkenga | Progressions are based on language skill development (e.g. demonstrate > examine > exemplify) – focussing on depth.
  • Ka tū pea ngā aromatawai i te roanga o te tau, ā, ka rerekē pea te āhua o ērā i ō ēnei wā nei (hei tauira, he kōwhiringa matihiko) | Externals may happen throughout the year and could look different to the previous form (for example, a digital option).

He aha ngā paerewa e pēnei nei? | Why are the new standards the way they are?

E whakapono ana mātou, e whanake ai tētahi motu reorua, me mātua whai kia whai wāhi ngā tāngata katoa o Aotearoa ki ngā ākoranga reo Māori e kounga ana. Ko te whāinga matua, kia tokomaha ake ngā ākonga e māia ana ki te kōrero i te reo Māori me te tau o tērā āhuatanga ki roto i a rātou i ngā horopaki ka puta Māori ake i ia rā. E tutuki ai tēnei, e arotahi ana ngā paerewa hou ki te reo Māori hei reo kōrero | In order to develop a bilingual nation, we must ensure all New Zealanders have access to good quality teaching in te reo Māori. The overarching goal is to ensure that more students have the confidence to speak te reo Māori and feel comfortable doing so in everyday natural situations. To this end, the revised standards emphasise te reo Māori as a spoken language. 

Ngā momo ākonga e rua o Te Reo Māori NZC | The two types of Te Reo Māori NZC Learners

  1. Ko ngā ākonga Māori e whai ana kia mau i a rātou te reo o ō rātou tīpuna. Ehara i te mea e tauhou ana te reo ki a rātou inā hoki, kei ō rātou whakapapa kē | Māori students are reclaiming their heritage language. The language is not foreign to them as it is in their DNA.
  2. Ko ngā ākonga Tauiwi e whai ana kia mau i a rātou te reo taketake o Aotearoa hei reo atu anō mō rātou | Non-Māori students are learning the indigenous language of Aotearoa as an additional language.

“Māori students are reclaiming their heritage language. The language is not foreign to them as it is in their DNA.”

Papa, Oct 5, 2021

According to Papa and Blake, Māori students are second language learners of te reo Māori. Even though that is the label that has been bestowed upon them, we are suggesting that it is more reclamation of their heritage language. This is a better label to give these types of students. Pānia learned the language and does not believe she is a second language learner. It is the kaiako’s job to change their mindset from one of second language learning to one of “this language is in my DNA, it is embedded in my spirit.” The second type of students, the non-Māori students, need to be taught differently to our Māori students.

Kupu hou: rāhunga (second language learner or additional language learner, i.e., Samoan, Tongan, Japanese, Chinese, etc), whakatenatena (encourage).

Teaching Māori vs. Teaching Non-Māori Students

“We must differentiate the way we teach the reo to the different students that come through our doors. We need to tailor our teaching to the student who walks through our doors. How we teach a non-Māori student should be different to how we teach our Māori student” (see title Teaching Māori vs. Teaching Non-Māori Students).

Papa, Oct 5, 2021
“Ehara tēnei te reo tuarua. Ka rongo ana tātou i te reo tuarua, ā, ka whakaarohia ko te tuarua te teina, tamariki ake rānei o ērā...ko taua kupu tonu, he mana tō aua kupu. Nō reira, ko tā tātou e whai nei kia kī ake tatou ki a tātou tamariki, anei tō reo, anei tō reo tukuiho, ehara i te reo tuarua, he reo tukuiho tēnei nōu, [engari] ki ngā [tauira ehara i te Māori] kia kī ake, anei he reo anō mōu. Ko te Māori e kimi ana kia ora te reo i a ia, hei whakamana i ōna tīpuna...The purpose of most non-Māori for learning te reo Māori is to broaden their understanding, and to be able to speak another language and learn another culture and to support the indigenous people for whom the language belongs to" (Blake, Oct 5, 2021).

Although Papa and Blake do not make it clear, I understand why they are approaching it at this angle. For our Māori tamariki it has higher stakes and they are more likely to speak it more in our homes, and teach it to their tamariki.

“Kua tīmata tā mātou āta kī atu ki ngā kaiako ehara i te Māori me kaua rātou e kōrero i ngā  pepeha anō he Māori rātou. Kua tīmata tā mātou āta whakamārama i te hōhonutanga o te pepeha. It te whakaatu i tō whakapapa ki te whenua, anō he tūpuna nōu te whenua. Nō reira e mea ana tātou ki ngā kaiako Pākeha, Tauiwi e tae mai ana ki Te Ahu o te Reo Māori, anei he rerenga kōrero hei tuku māu e mōhio ai tō kaiwhakarongo ki tō tuakiri. Ehara i te mea e tika ana kia whai koutou i te pepeha nā te mea koirā tā te Māori mahi. Kua kitea te hua o tēnei tūmomo whakamārama hei tiaki i te hunga ehara i te Māori i roto i ngā mahi nei" (Papa, Oct 5, 2021).

Q & A

He kōrero āwhina?

Papa: Kua tīmata ki te arawhata kia kite ai koe i ngā kai i te tēpu kai hei whāngai māu ki ngā ākonga. Mō muri tirohia ai ngā aromatawai hei whakaū i te noho o ērā kai i roto i te puku o ērā ākonga. Engari ko ngā mea hei whāngai mō koutou kei roto katoa i te arawhata reo. Mehemea he wahanga kei roto e rarerare ana, e rangirua ana koe, koirā pea te āputa hei whakakī māu i mua i tō ruku i te puna nei o ngā paerewa.

Ka pēhea mēna e toru pea wana rōpū (2nd language learner, heritage language learner, additional language learner)?

Papa: Me Rangahau i ngā rautaki e tika ana. He nui ngā rautaki hei whakaako i te reo hei reo tuarua mō te ākonga, engari he iti ngā rautaki kua kite nei au e hāngai ana ki te whakahoki i te reo kua ngaro i tētehi iwi ki a ia anō. Hāunga pea ngā rangahau o Europi, o ngā iwi o te reo Hīperu i hoki mai i te mate i te korekore. Heoi anō ko tā tātou mahi he whakaaro ake i te tuatahi ki te momo ākonga kei mua i tō aroaro, ka pēhea taku whakamārama i tēnei mātāpono ki te Māori tonu me te kore e whakatamariki i tērā Māori i runga i taku pōhēhē, ā, he second language learner tēnei? Ko tetehi rautaki, ko te tō mai i ngā mōhiotanga o ngā tamariki Māori kei reira kē, kei roto i a rātou hei āwhina i te hunga kāore i tupu i roto i tētahi whānau Māori. Vocab activation – what words do you know about manaakitanga? What experiences have you had with being part of a wider whānau in a collective? He aha ngā haepapa kei runga i a koutou? What things do you do at the marae? He whakawhiti whakaaro, he whakapuaki wheako e nui ake ai te harikoa i roto i te tamaiti Māori ki tana tuakiri Māori. Ki a au, koirā te āhuatanga o te torotoro ki tēnei kaupapa, ki te rāwekeweke i te taha wairua o te ako i te ākonga.

How would your language learning techniques differ between the two groups?

Papa: For Māori students, if i were teaching Māori kids te reo Maori, I would use a lot more drilling and repetition, kia rongo ai ō rātou taringa i te mauri o te reo e rere ana. For second language kids, or for additional language kids, I might look at some of the things that are in their first language to help scaffold their learning of te reo Maori and using that as a basis. Use their own language to acquire te reo Māori. Kia mau ai te hinengaro ō tauiwi i tōnā anō pūtake reo tētehi reo kē, engari e kore tērā e pai ki te hinengaro Māori. Nō reira me whakaaro ki tētehi huarahi kē hei whāngai i ngā kupu Māori ki te hinengaro Māori. He nui ngā hua o te second language learning techniques ki ōku whakaaro, engari ehara i te mea me kī tātou he second language learner ngā tamariki kei mua ngā aroaro (Papa, Oct 5, 2021).

Me pehea mātou e whakapā atu ai ki te Tāhūhū?

Kamea Wirepa – ko ia te wahine e tika ana hei taunga mō a koutou pātai.

Rauhina Cooper – mēnā ka tono te tokomaha ō koutou, ka whakarongo.

Kamaea.Wirepa@education.govt.nz

Me whakauru, me mōhio rānei ngā kaiako kura tuatahi ki ngā paerewa nei kia tau tonu aua āhuatanga i te taenga atu ki te Wharekura, ki te kura tuarua? Leon Te Heketū Blake

Blake: Ko te painga atu tēnā. E rere kotahi ai ngā kōrero. Koirā te mate o te pūnaha mātauranga o konei, kāore i te kotahi te rerenga. Koinei mātou e whai nei i te kōrero mō te reo kia tika, kia rere, kia Māori, kia ora. Kei tētahi pito, kei te taha o te kōhanga reo tēra kaupapa e whakahaerehia ana, kei tērā pito o te taumata o te panekiretanga o te reo tērā whakaaro e rere ana, engari i waenganui kāore e kitea ana. Koinei mātou i whakaaro nei, kāti kia kotahi tonu te huarahi e kore ai ngā tauira e mate ki te kōpikopiko i te takahitanga o tēnei huarahi.

How much reo is expected to be spoken in a bilingual unit?

Blake: As much as possible, and as much as is practical..if they are going home and it is predominantly English, then you would reassess how much Māori is spoken in the class so that it is not fractured.

Papa: One of the key drivers for me in terms of learning te reo as a young person 11 year old. I wanted to understand what my old people were saying because they didn’t speak English to us, but they spoke Māori to themselves. I think that’s a really good trick for us as kaiako. To speak more Māori to ourselves so that people in our midst will want to find out what we’re saying. Kids around us will want to know what we’re saying. He kākāno tērā hei whakatō ki roto i ō rātou hinengaro, oh pirangi ki te mōhio ki ngā kōrero a Whaea, ki ngā kōrero a Matua. So tell jokes to your colleagues i te reo Māori, kaua e whakaaro me whakaako rawa te reo i ō tātou akomanga, whakatauirahia te reo. Mehemea he tauira Māori kei tō karaehe, use more reo with those particular students because you are following the advice to help reclaim their heritage language so use it more with those particular students and perhaps less with those who are going home to a totally English medium whare. Know your students and be part of the solution of providing them with what they may need.

This has hit the spot for me. I want to hire a kaiāwhina who can speak te reo so we can converse and whakatauira te reo. I am going to start speaking only te reo Māori to my more fluent ākonga, and my ākonga whom I know have whānau at home who speak te reo Māori. 

Me pēhea te tamaiti ēnei mahi te tutuki mēnā e toru hāora noa iho te wā akoako i te wiki? He kaupapa anō te timetabling?

Blake: Me whai kaupapa whakawhanake ki te whakamahere i ngā kaupapa o te tau. Mā te tono i te kawanatanga kia āwhina mai i a koutou ki te whakamahere i ngā kaupapa o te tau i runga i te mea e hia nei ngā taumata o tō akoranga kotahi.

Ko ngā aromatawai ā-waho, he tauira ka kitea e ngā kaiako? 

Papa: Kāore. He whakaaroa whānui noa iho kua tuhia e mātou. Ka riro mā NZQA tērā taha te whakarite i ngā aromatawai ā-waho. Kua tukuna e mātou ētahi kupu ārahi hei āwhina i tā rātou mahi. Nō reira kāore i tēnei wā.

Nā te aha Te Reo Māori i kore ai e noho i roto i tōnā ake mana i te NZC ki ngā kura auraki? Kei raro kē i te learning languages?

Blake: Hareruia!

Papa: Kei māua ki tō whare karakia e hoa! Kua roa māua e whakaaro pērā ana.

Blake: He tino hē rawa atu ki a au, te noho o te reo Māori hei reo tuarua pērā i te reo Wīwī, i te Itāriana, i te reo Pāniora. Kāore e tika ana kia noho mai te reo Māori, te reo taketake o te whenua hei reo tuarua, hei reo āpiti. Nō reira, āe, he pakanga anō tēnā me pakanga.

I thought so too. A week after lockdown we were scheduled to have our careers expo so I asked what our curriculum colour was so I could coordinate the colour scheme of our decor and departmental t-shirts. I was told we are light blue, which I discovered was the same colour as the additional languages curriculum. I was taken aback and quite frankly annoyed. I asked the English department what their colour was and their colour is dark blue. So, in protest to us being an additional language, I asked to have the same colour t-shirt and decor as the English department. We are both official languages of Aotearoa after all. In all honesty, Māori should have our own colour. Ko tērā pakanga tēra. 

Ki te eke panuku te kura ki tēnei kaupapa ki te whakatutuki tika i ēnei paerewa, me hanga tuatahi te kura i tōna mahere rautaki whakaora reo, ka pēhea ō whakaaro mō tēnā?

Papa: Te rautaki whakarauora reo te huarahi, te mahere te huarahi hei whai. Ka uaua te whai i te huarahi ki te kore o mahere. Koirā te tikanga o te rautaki whakarauora reo. Ehara i te mea kei te haere poka noa koe, ko tō ihu noa iho kei te ārahi i a koe, engari kua āta whakatakotohia e koe he mahere hei ārahi i a koe. Ehara i te mea kua herea koe ki taua mahere, engari he tūāpapa tēnā. Kia noho mātāmua mai te reo ā-waha, te kōrero i roto i ngā mahere ako, i ngā akoranga hoki. Kei reira tonu “te taikura o te whakaao mārama.

“Whakahokia te reo Māori mai i te mata o te pene ki te mata o te arero”

Te Wharehuia Milroy
Reference

Blake, L. T., & Papa, P. (2021, October 5). Ngā Paerewa Paetae o Te Reo Māori. [ Conference address]. Ako Panuku Hui ā-Tau, New Zealand. https://akopanuku.tki.org.nz/information/hui-a-tau-2021-ondemand/

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