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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ball D, Bass H (2000) Interweaving content and pedagogy in teaching and learning to teach: knowing and using mathematics. In: Boaler J (ed) Multiple perspectives on the teaching and learning of mathematics. Ablex, Westport, pp 83–104
Barwell R (2003) Linguistic discrimination: issues for research in mathematics education. For the learning of mathematics. Int J 23(2):37–43
Baker C (2006) Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters
Baker C (2011) Foundations of bilingual education and bilingualism (5). Bristol: Multilingual Matters
Benton R (1981) The flight of the Amokura: oceanic languages and formal education in the Pacific. Wellington: New Zealand Council for Educational Research
Bakmand B (2000) National language planning, why (not)? J Int Commun 3. Retrieved from http://www.immi.se/intercultural/
Benton R (1979) Who speaks Māori in New Zealand? New Zealand Council for Educational Research, Wellington
Benton R (1984) Bilingual education and the survival of the Māori language. J Polynesian Soc 93(3):247–266
Bickmore-Brand J, Gawned S (1990) Scaffolding for improved mathematical understanding. In: Bickmore-Brand J (ed) Language in mathematics. Heinemann, Portsmouth, pp 43–58
Bull T (2002) The Sámi language(s), maintenance and intellectualisation. Curr Issues Lang Plann 3(1):28–39
Campbell R, Stewart G (2009) Ngā wawata o ngā whānau wharekura: aspirations of whānau in Māori-medium secondary schools. New Zealand Council for Educational Research, Wellington
Christensen I (2003) An evaluation of Te Poutama Tau 2002: exploring issues in mathematical education. Ministry of Education, Wellington
Cloud N, Genesee F, Hamayan E (2000) Teaching content. In: Cloud N, Genesee F, Hamayan E (eds) Dual language instruction: a handbook for enriched education. Heinle & Heinle, Boston, pp 113–138
Clyne M (ed) (1997) Undoing and redoing corpus planning. Mouton de Gruyter, Berlin
Cocking R, Mestre JP (1988) Linguistic and cultural influences on learning mathematics. Lawrence Erlbaum, Hillsdale
Cooper RL (1989) Language planning and social change. Cambridge University Press, Cambridge
Cummins J (1991) Language development and academic learning. In: Malave L, Duquette G (eds) Language, culture and cognition. Multilingual Matters, Clevedon
Cummins J (2000) Language, power and pedgogy: bilingual children in the crossfire. Multilingual Matters, Clevedon
Cummins J (2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian J Appl Linguist 10(2):221–240
Ferguson G (2006) Language planning and education. Edinburgh University Press, Edinburgh
Finlayson R, Madiba M (2002) The intellectualisation of the indigenous languages of South Africa: challenges and prospects. Curr Issues Lang Plann 3(1):40–61
Fishman J (1991) Reversing language shift: theoretical and empirical foundations of assistance to threatened languages. Clevedon: Multilingual Matters
Fowler R, Hodge B, Kress G et al (1979) Language and control. Routledge & Kegan Paul, London
Garvin PL (1973) Some comments on language planning. In: Rubin J, Shuy R (eds) Language planning: current issues and research. Georgetown University, Washington, DC, pp 24–33
Gonzalez A (2002) Language planning and intellectualization. Curr Issues Lang Plann 3(1):5–27
Halliday M (1978) Language as social semiotic: the social interpretation of language and meaning. University Park Press, Baltimore
Halliday M (1985) Introduction to functional grammar. Edward Arnold, London
Harlow R (1993) A science and mathematics terminology for Māori. In: McKinley E, Waiti P (eds) SAMEpapers. University of Waikato, Hamilton, pp 124–137
Haugen E (1983) The implementation of corpus planning: theory and practice. In: Cobarrubias J, Fishman J (eds) Progress in language planning. International perspectives, Contributions to the sociology of language. Mouton, Berlin, pp 269–289
Heaton S (2016) The juxtaposition of Māori words with English concepts. ‘Hauora, well-being’ as philosophy. Educ Philos Theory. https://doi.org/10.1080/00131857.2016.1167583
Herbel-Eisenmann BA (2002) Using student contributions and multiple representations to develop mathematical language. Math Teach Middle Sch 8(2):100–105
Hohepa M, Hāwera N, Tamatea K (2014) Strengthening the preparation, capability and retention of Māori medium teacher trainees. Ministry of Education, Wellington
Hohepa M, Hawera N, Tamatea K, Heaton S (2015) Te Puni Rumaki: Strengthening the preparation, capability and retention of Māori medium teacher trainees. Report commissioned by the Ministry of Education. Wilf Malcolm Institute of Educational Research and the University of Waikato, Wellington
Hornberger N (2002) Multilingual language policies and the continua of biliteracy: an ecological approach. Lang Policy 1(1):27–51
Hymes D (1972) Models of the interaction of language and social life. In: Gumperz JJ, Hymes D (eds) Directions in sociolinguistics: the ethnography of communication. Holt, Rinehart & Winston, New York, pp 35–71
Kane RG (2005) Initial teacher education policy and practice: final report. Ministry of Education, Wellington
Kaplan R, Baldauf R (1997) Language planning from practice to theory. Multilingual Matters, Clevedon
Kaplan R, Baldauf R (2003) Language and language-in-education planning in the Pacific Basin. Dordrecht: Kluwer Academic
Kaplan R, Baldauf R (2005) Language-in-education policy and planning. In: Hinkel E (ed) Handbook of research in second language teaching and learning. Lawrence Erlbaum, Mahwah, pp 1013–1034
Khisty L, Chval K (2002) Pedagogic discourse and equity in mathematics: when teachers’ talk matters. Math Educ Res J 14(3):154–168
King J (2001) Te Kōhanga Reo: Māori language revitalisation. In: Hinton L, Hale K (eds) The green book of language revitalisation in practice. Academic, San Diego, pp 118–128
Liddicoat A, Bryant P (2002) Intellectualisation. A current issue in language planning 3(1):1–4
May S (1999) Indigenous community-based education. Multilingual Matters, Clevedon
May S (2001) Language and minority rights: ethnicity, nationalism and the politics of language. Longman, London
May S (2003) Re-articulating the case for minority language rights. Curr Issues Lang Plann 4(2): 95–125
May S (2005) Language rights: moving the debate forward. J Socioling 9(3):319–347
May S (2012) Language and minority rights: ethnicity, nationalism and politics of language, 2nd edn. Routledge, New York
May S, Hill R (2005) Māori medium education: current issues and challenges. Int J Biling Educ Biling 8(5):377–403
McMillan B, Turnbull M (2009) Teachers’ use of the L1 in French immersion: revisiting a core principle. In: Turnbull M, Dailey-O’Cain J (eds) First language use in second and foreign language learning: intersection of theory, practice, curriculum and policy (pp. 15–34). Clevedon: Multilingual Matters
McMurchy-Pilkington C, Trinick T (2008) Potential & possibilities. In: Carpenter V, Jesson J, Roberts P, Stephenson M (eds) Ngā kaupapa here: connections and contradictions in education. Cengage Learning, South Melbourne, pp 133–144
Meaney T, Irwin KC (2005) Language used by students in mathematics for quantitative and numerical comparisons: NEMP probe study report. University of Otago, Dunedin
Meaney T, Trinick T, Fairhall U (2012) Collaborating to meet languages challenges in indigenous mathematics classrooms. Springer, Dordrecht
Ministry of Education (2008) Ka Hikitia: managing for success: the Māori education strategy, 2008–2012. Ministry of Education, Wellington
Motuhake P (2011) Te Reo Mauriora – Review report. Te Puni Kōkiri, Wellington
Mousley J, Marks G (1991) Discourses in mathematics. Deakin University Press, Geelong
Murphy H, McKinley S, Bright N (2008) Whakamanahia te reo Māori. He Tirohanga Hotaka – an exploration of issues and influences that affect te reo Māori competences of graduates from Māori-medium programmes. New Zealand Teachers Council, Wellington
Nekvapil J (2006) From language planning to language management. Sociolinguistica 20:92–104
Openshaw R, Ball T (2006) New Zealand teacher education: progression or prescription? Educ Res Perspect 33(2):102–123
Paulson CB, Heidemann K (2006) The education of linguistic minorities. In: Ricento T (ed) An introduction to language policy: theory and method. Blackwell, Oxford, pp 292–310
Peddie R (2003) Languages in New Zealand: population, politics and policy. In: Barnard R, Glynn T (eds) Bilingual children’s language and literacy development: case studies from Aotearoa/New Zealand. Multilingual Matters, Clevedon, pp 8–35
Penetito W (2010) What’s Māori about Māori education? Victoria University Press, Wellington
Phillipson R (1997) Realities and myths of linguistic imperialism. J Multiling Multicult Dev 18(3): 238–247
Pimm D (1987) Speaking mathematically: communication in mathematics classroom. Routledge Keegan Paul, London
Raiker S (2002) Spoken language and mathematics. Camb J Educ 32(1):45–60
Rau C (2004) A snapshot of the literacy achievement in 1995 and 2002–2003 as an indicator of Māori language acquisition for year 2 students in 80%–100% Māori immersion programmes. Language Acquisition Research. Ministry of Education, Wellington, pp 61–82
Ricento T (2000) Historical and theoretical perspectives in language policy planning. In: Ricento T (ed) Ideology, politics and language policies: focus on English. John Benjamins, Amsterdam, pp 9–24
Ricento T, Hornberger N (1996) Unpeeling the onion: language planning and policy and the ELT professional. TESOL Q 30(3):401–427
Schiffman H (1996) Linguistic culture and language policy. Routledge, London
Schleppegrell M (2007) The linguistic challenges of mathematics teaching and learning: a research review. Read Writ Q 23(2):139–159
Shaw L (2006) Making a difference: a history of the Auckland College of Education, 1881–2004. Auckland University Press, Auckland
Simon J (1992) Social studies: the cultivation of social amnesia. In: McCulloch G (ed) The school curriculum in New Zealand: theory policy and practice (pp. 253–271). Palmerston North: Dunmore Press
Simon J (1998) Ngā kura Māori: the native schools system 1867–1969. Auckland University Press, Auckland
Skerrett M (2010) A critique of the best evidence synthesis with relevance for Māori leadership in education. J Educ Leadersh Policy Prac 25(1):41–50
Skerrett M (2011) Whakamanahia te reo Māori: he tirohanga rangahau – a review of literature on the instructional and contextual factors likely to influence te reo Māori proficiency of graduates from Māori medium ITE programmes. New Zealand Teachers Council, Wellington
Skutnabb-Kangas T (2000) Linguistic genocide in education, or worldwide diversity and human rights? Lawrence Erlbaum, Mahwah
Smith L (1996) Ngā aho o te kakahu matauranga: the multiple layers of struggle by Māori in education. Dissertation, University of Auckland
Smith GH (1997) The development of kaupapa Māori: theory and praxis. Dissertation, University of Auckland
Spolsky B (1995) Conditions for language revitalization: a comparison of the cases of Hebrew & Māori. Curr Issues Lang Soc 2(3):177–201
Spolsky B (2005) Māori lost and regained. In: Bell A, Harlow R, Starks D (eds) Languages of New Zealand. Victoria. University Press, Wellington, pp 67–85
Stewart G (2010) Language issues in Māori chemistry education. AlterNative 6(1):66–71
Stewart G, Trinick T, Dale H (2016) Huarahi Māori: two decades of indigenous teacher education at the University of Auckland. In: Whitinui P, Rodríguez de France C, McIvor O (eds) Promising practices in indigenous teacher education. Springer Education, New York
Swain M, Lapkin S (2000) Task-based second language learning: the uses of the first language. Lang Teach Res 4(3):251–274
Tarone E, Swain M (1995) A sociolinguistic perspective on second language use in immersion classrooms. Mod Lang J 79(2):166–177
Te Tāhuhu o te Mātauranga (1996) Pāngarau i roto i Te Marautanga o Aotearoa. Te Pou Taki Korero, Wellington
Te Tāhuhu o te Mātauranga (2008) Te Marautanga o Aotearoa. Learning Media, Wellington
Tollefson J (2002) Limitations of language policy and planning. In: Kaplan R (ed) The Oxford handbook of applied linguistics. Oxford University Press, New York, pp 415–423
Tribunal W (1986) Report of the Waitangi tribunal on the te reo Māori claim (Wai 11). Waitangi Tribunal, Wellington
Tribunal W (2010) Te reo Māori. Waitangi Tribunal Report 2010 (Wai 262). Waitangi Tribunal, Wellington
Trinick T (2015) Te reo Tātai: the development of a mathematics register for Māori-medium schooling. Dissertation, University of Waikato
Trinick T, May S (2013) Developing a Māori language mathematics lexicon: challenges for corpus planning in indigenous language contexts. Curr Issues Lang Plann 14(3–4):457–473
Trinick T, Stephenson B (2010) Evaluation of Te Poutama Tau: Māori-medium, numeracy project, 2003–2009. In: Holton D, Irwin K, Linsell C (eds) Findings from the New Zealand numeracy projects. Learning Media, Wellington, pp 72–87
Trinick T, Meaney T, Fairhall U. (2014). Teachers learning the mathematics register in another language: an exploratory study. In: Craig T, Morgan C, Schuette M,, Wagner D (eds). Special issue: language and communication in mathematics education ZDM: International Journal on Mathematics Education 46 (6), 953–965
Veel R (1999) Language, knowledge and authority in school mathematics. In: Christie F (ed) Pedagogy and the shaping of consciousness: linguistic and social processes. Continuum, London, pp 185–216
Walker R (1984) The Maori response to education in New Zealand. In: Paper presented at the Nga tumanako: Māori educational development conference, Turangawaewae Marae. 23–25 Mar 1994
Walker R (1990) Ka whawhai tonu mātou: struggle without end. Penguin, Auckland
Walker R (1996) Māori resistance to state domination. In: Peters M, Hope W, Marshall J, Webster S (eds) Critical theory, poststructuralism and the social context. The Dunmore Press, Palmerston North, pp 257–268
Wolfsan N, Manes J (1985) Language of inequality. Mouton, Berlin
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Trinick, T. (2019). 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/10.1007/978-981-10-3899-0_18
Download citation
DOI: https://doi.org/10.1007/978-981-10-3899-0_18
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-3898-3
Online ISBN: 978-981-10-3899-0
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education