E Toru Nga Reo: An Additional Language Programme in a Kura Kaupapa Maori. A presentation of a Masters thesis.

1. E TORU NGĀ REO:
AN ADDITIONAL LANGUAGE PROGRAMME
IN A KURA KAUPAPA MĀORI
NZALT INTERNATIONAL BIENNIAL
CONFERENCE 2012
William Flavell BTchg, BA, PGDip(Ed), MEd(hons)
Massey University

2. 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.

3. Overview
 Introduction
 Literature Review
 Methodology
 Results
 Discussion
 Recommendations
 Conclusion
 Acknowledgements

4. Education goals for
Māori
Introduction
Bold Vision for Māori

5. 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).

6. 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

7. Literature Review
 Bilingual Education.
 Multilingual Education.
 Intercultural Education.
 South America setting
 Ecuador Case Study
 Additional language
research in New
Zealand.

8. South America Case Study
Past incidents of Elite
Bilingual
conflicts bilingualism and
Spanish/Kichwa
between Minoritised
schools
peoples bilingualism
International
Multilingual
language
education in
curriculum
Quito, Ecuador
planning

9. 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?

10. Methodology
Tino
Case Study Rangatiratanga
Taonga Tuku Iho
Approach
Ethical issues
Kia piki ake i ngā
Process of finding Ako Māori
raruraru o te kāinga
participants
Semi-structured
interviews
Whānau Kaupapa
Kaupapa Māori principles
Whakawhanaungatang
a

11. Methodology – IBRLA MODEL
Initiation
Accountability Benefits
Legitimation Representation

12. Setting
 Kura Kaupapa Māori
 Years 1 – 13
 Decile 4
 197 Students
 18 teachers (general and
specialist staff)

13. 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.

14. 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

15. 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.

16. Spanish language resourcing
 Principal has translated
language textbooks.
 Interface between te reo
Māori and Spanish.
 NCEA Specifications.
 Opportunities for
technological based
learning.

17. 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

18. 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”

19. 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”

20. Relationship between additional
international language learning and
Kaupapa Maori
Cultural Linguistic
• Hakari (feast) • Pronunciation is similar
• Similar cultural traits to Maori.
(loving and caring
people).
• Colonisation
experiences.
• El dia de muerto
(„celebration of the dead‟)

21. Discussion Themes
Whānau Positive
Leadership
Involvement Attitudes
Native
language Resources Globalisation
teachers
International
school
excursions

22. 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.

23. 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).

24. 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.

25. 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

26. 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.

27. 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

28. Acknowledgements
 University of Waikato
 Dr. Nicola Daly
 Haupai Puke
 Participants of the research
 Hillcrest High School
 Whangārei Boys’ High
 Friends/Whānau