Long lead times from research to curriculum materials are hardly a new frustration. But with materials sometimes lagging discovery by 20 years for Māori-medium teachers the delay is acute. They face challenges in low rates of te reo Māori literacy growth, and have few resources in non-language subjects or in materials reflecting a Māori world view.
Tāmaki Herenga Waka is the over-arching theme for a series of activities aimed at building a positive Māori consciousness and a more dynamic and connected community in Auckland City. The principle of the proverb dating from 1840 behind the name “Tāmaki herenga waka” (Tāmaki moored canoes) was to see an end of tribal conflicts in the region and that Auckland City would be reputable as a safe haven for all people to commune as one. It is on this basis that the project’s team has embraced the name for this series of initiatives.
Author: Tara Dalley. Supervisor: Dr Te Taka Keegan The aim of this research was to determine the level of awareness and willingness to use software with a te reo Māori interface by the Māori medium education sector. The literature describes the importance and function of language in culture, society and as a part of identity; te reo Māori is an important part of Māori culture and reflects the values and principles of the Māori worldview.
This project focused on kaiako literacy instruction practices and tauira learning pertaining to reading comprehension and Māori vocabulary development. It involved five Kura Kaupapa Māori schools located in rural communities or small rural townships. Kura staff and researchers were involved in a collaborative process involving the collection, analysis and feedback of student achievement and classroom observation data. The first year of the project involved collecting baseline data to develop literacy learning and teaching profiles.
This research was a community action research project dedicated to identifying ways in which to advance Te Reo
Māori within the homes of Ngāi Te Rangi whānau. The research team worked with whānau to develop strategies for ‘learning interventions’ that can operate within the community, and within the home. The results indicate that increasing language in the home depends on more inter-whānau relationships, inter-whānau dynamics and intra-personal dynamics then it does on language course history, language inputs or even the process of language acquisition itself.