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Elaboration and Intellectualization of Te Reo Māori: The Role of Initial Teacher Education

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Handbook of Indigenous Education

Abstract

There is a growing consensus among language planning scholars that in marginalized indigenous languages contexts, such as Māori, there is a need for deliberate efforts to accelerate the process of language intellectualization in the higher domains of education, and there are questions as to whether this is occurring systematically in Māori-medium initial teacher education (ITE). Intellectualization of a language involves the development of new linguistic resources to support teaching and learning in the medium of that language. The intellectualization of a language associated with education is considered desirable for both sociolinguistic and educational reasons. By expanding the domains where the language is spoken into tertiary education, it supports the prestige of the language – an important consideration in reversing indigenous language shift. An intellectualized variety of the language is required at the higher levels of Māori-medium ITE, in order to develop the professional competence of the teachers to teach in Māori-medium schools. Drawing on theories of language planning, this chapter examines the development of Māori-medium ITE, noting it has been similarly impacted on by many of the sociopolitical forces facing the Māori-medium schooling sector. This chapter examines the major pedagogical and language revitalization implications for Māori-medium education, primarily concerned with the intellectualization of the Māori language that needs to be urgently addressed.

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Authors and Affiliations

  1. Te Puna Wānanga, Faculty of Education, University of Auckland, Auckland, New Zealand

    Tony Trinick

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  1. Tony Trinick
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Correspondence to Tony Trinick .

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Editors and Affiliations

  1. University of Melbourne, Melbourne Graduate School of Education, Melbourne, Victoria, Australia

    Elizabeth Ann McKinley

  2. Office of the Pro-Vice Chancellor Māori, The University of Waikato, Hamilton, Waikato, New Zealand

    Linda Tuhiwai Smith

Section Editor information

  1. University of Waikato, Hamilton, New Zealand

    Margie Hohepa

  2. University of Waikato, Hamilton, New Zealand

    Carl Mika

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Trinick, T. (2017). Elaboration and Intellectualization of Te Reo Māori: The Role of Initial Teacher Education. In: McKinley, E., Smith, L. (eds) Handbook of Indigenous Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-1839-8_18-1

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  • DOI: https://doi.org/10.1007/978-981-10-1839-8_18-1

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  • Print ISBN: 978-981-10-1839-8

  • Online ISBN: 978-981-10-1839-8

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