An Overview of Indigenous Language Programs in Australian and New Zealand

AbstractThis study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds (Growing Up in New Zealand), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Māori and NZ English. For English speakers, vocabulary advantages also existed for girls, first-borns, monolinguals, those living in areas of lower deprivation, and those whose mothers had no concerns about their speech and language. Because more than 99% of Māori speakers were bilingual, te reo Māori acquisition appears to be occurring in the context of the acquisition of New Zealand English.

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Māori

The Oxford Handbook of Endangered Languages ◽

10.1093/oxfordhb/9780190610029.013.28 ◽

2018 ◽

pp. 591-612

Author(s):

Jeanette King

Keyword(s):

New Zealand ◽

Language Revitalization ◽

Indigenous Language ◽

Endangered Languages ◽

History Of ◽

Looking Back

Te Reo Māori, the Māori language, the indigenous language of New Zealand, is one of the most well known of the languages classified as being endangered. With revitalization efforts starting in the early 1980s, initiatives such as kōhanga reo (“language nests”) have inspired other indigenous revitalization efforts worldwide. This chapter gives an overview of the history of the decline of the Māori language and charts the development of Māori language revitalization efforts which initially focused on the education and broadcasting sectors. However, since 2000 there has been a concerted focus at both government and tribal levels on strengthening the use of the Māori language in the home and community. Looking back over thirty-five years of revitalization efforts and their many phases this chapter provides information that may be of use in the revitalization efforts of other endangered languages.

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Are ‘advanced’ Japanese language programs sustainable? A look at Australia, New Zealand and Singapore

Melbourne Asia Review ◽

10.37839/mar2652-550x7.17 ◽

2021 ◽

Vol 7 ◽

Author(s):

Carol Hayes ◽

◽

Ikuko Nakane ◽

Nagisa Fukui ◽

Masanori Nagami ◽

...

Keyword(s):

New Zealand ◽

Japanese Language ◽

Language Programs

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Paradigms on Indigenous Language Revitalisation: the Case of Te Reo Maori in Aotearoa New Zealand and Mapudungun in Chile

10.26686/wgtn.16967482 ◽

2021 ◽

Author(s):

◽

Carina Gallegos

Keyword(s):

New Zealand ◽

Indigenous Knowledge ◽

Case Studies ◽

Secondary Data ◽

Indigenous Languages ◽

Indigenous Language ◽

Direct Observations ◽

Aotearoa New Zealand ◽

Historical Processes ◽

Language Revitalisation

<p>The existence of systems of indigenous knowledge depend greatly on the existence of indigenous languages. Processes of language revitalisation seek to uphold indigenous knowledge by restoring endangered indigenous languages. Historical processes of colonisation and globalisation in Chile and Aotearoa New Zealand have impacted and threatened each country's indigenous language. This dissertation describes language revitalisation processes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile in order to further understand the implications of language on effectively revitalising indigenous culture and knowledge. The research and analysis presented implements comparative methodology through the use of case studies, direct observations, primary and secondary data sources. In an effort to evaluate and compare outcomes of indigenous language revitalisation schemes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile, this thesis focuses on case studies in the context of how education programmes in each country approach indigenous language revitalisation.</p>

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Indigenous Language Usage in a Bilingual Interface

Information Technology and Indigenous People ◽

10.4018/978-1-59904-298-5.ch023 ◽

2007 ◽

pp. 175-188 ◽

Cited By ~ 3

Author(s):

Te Taka Keegan ◽

Sally Jo Cunningham ◽

Mark Apperley

Keyword(s):

New Zealand ◽

Web Sites ◽

Web Site ◽

English Language ◽

Indigenous Language ◽

Log Analysis ◽

Spoken English ◽

Aotearoa New Zealand ◽

Search Facility ◽

The Web

In this chapter we investigate the extent and characteristics of use of the Maori language, the indigenous language of Aotearoa (New Zealand), in a large bilingual Web site. We used transaction log analysis to investigate whether Maori was utilised by users of the Web site and how usage characteristics differed between users of Maori and users of the more commonly spoken English language. We found that Maori language was used in one quarter of all active sessions, and that in these sessions users were more likely to browse the Web site, whereas users working in the non-indigenous English were more likely to use the search facility. We also identified a new category of user of bilingual Web sites: the bilingual user.

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Kei tua o te awe māpara/Beyond the mask: Māori language teaching in English-medium secondary schools in New Zealand

International Journal of Critical Indigenous Studies ◽

10.5204/ijcis.v14i1.1853 ◽

2021 ◽

Vol 14 (1) ◽

pp. 33-50

Author(s):

Sophie Nock

Keyword(s):

New Zealand ◽

Secondary Schools ◽

Language Teaching ◽

Language Teachers ◽

Inservice Training ◽

Indigenous Language ◽

Ministry Of Education ◽

Curriculum Framework ◽

Curriculum Guidelines ◽

Language Strategies

The New Zealand Curriculum Framework (Ministry of Education, 1993, p. 14) states that "[all] who learn te reo Māori help to secure its future as a living, dynamic, and rich language". However, I will argue here that appearance and reality are very far apart. Close examination of the context in which teachers of the Māori language operate tells a very different story, one characterised byinadequate consultation with teachers and communities, a lack of consistency between the advice provided in the curriculum guidelines document and the resources made available to teachers, and a failure to ensure that adequate pre- and inservice training is provided. Finally, as a way forward to help strengthen policy and inform Indigenous language teachers, a reflection onlessons learnt in the New Zealand context and some useful Indigenous language strategies will be provided.

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