title: He aha te reo 'Tuturu'? (what is an official language?)

authors: Harlow, Ray

subjects: te reo Māori

abstract: Nō te tau 1987 ka whakaaetia e te Whare Pāremata o Aotearoa te Ture Reo Māori, arā, he ture hei whakamana i te reo Māori hei reo tūturu mō Niu Tïreni, hei tuku atu hoki te mana ki te reo Māori i roto i ētahi whakahaere o ngā ture, ā, hei whakamana hoki i te whakatūnga o te Kōmihana mō te Reo Māori, ā, me te whakaingoa hoki i ngā mahi me ngā mana o taua Kōmihana. Ko te whakamāoritanga o te 5(a) o ngā wāhanga, e pēnei ana: He mana anō ka homai e ngā wāhanga 3 me te 4, engari kāore he mana i tua atu i ēnei i te whakaaetia. He aha aua mana? Mō te wāhanga tuawhā, e mārama ana, ko ngā mana kei reira e takoto ana, arā, te mana o te tangata, ahakoa ko wai, e whaiwāhi ana ki ngā whakahaere kōti, ki te whakaputa kōrero ki te reo Māori. Engari ki te tahuri ki te tuatoru o ngā wāhanga, kāore i āta whakatakotoria ngā mana e pā ana ki taua wāhanga. Kāore hoki he ture atu anā i tēnei e āta whakamāramatia nei aua mana. Nō reira, he tino pātai e pā ana ki te mana o te reo Māori i Aotearoa ko tēnei: he aha ngā mana o tēnei mea, o te “reo tūturu” o tētahi whenua? He aha te tikanga o te kupu nei, “reo tūturu”? He huarahi e taea ai tēnei urupounamu te whakautu, ko te āta titiro i ngā tikanga o ētahi atu whenua e rua nei, neke atu rānei ngā reo e whaimana ana i roto i te ture, kia kitea ai te tino āhua o te mea nei, te reo tūturu, i roto i te ao whānui, me te whakahāngai i aua tikanga ki te tū o te reo Māori i roto i Aotearoa (tirohia Waite, 1992 II, 47-8). Ko te kaupapa o te pepa e takoto atu nei he āta titiro i te tūnga o tētahi reo kotahi, arā, o te reo Romanihi i roto i Huiterangi, i te taha o ētahi reo e toru, o ngā reo Tiamana, Wīwī, Itariana; he rangahau i te tū o taua reo i raro i te ture, i roto i ngā whakahaere tūmatanui o taua whenua. 

"In 1987 the New Zealand Parliament passed The Māori Language Act, An Act to declare the Māori language to be an official language of New Zealand, to confer the right to speak Māori in certain legal proceedings, and to establish Te Kōmihana Mō Te Reo Māori and define its functions and powers. Section 5(a) implies that there are rights granted by virtue of sections 3 and 4 and that these may not be construed to affect any rights beyond these. But what are these rights? With respect to section 4 it is clear, these are the rights specified there, that is, the right of any party to certain types of hearing to speak Māori. When one turns to section 3, there are no rights specifically laid out, nor is there any other legislation detailing those rights. Thus, an important question for the status of Māori within New Zealand is: what are the rights implied in the term “official language”? What is the meaning of the expression “official language”? A way to approach this question is to investigate the situation in other countries with two or more official languages, in order to discover how this term is understood generally in the world, and to apply appropriate aspects of this situation to New Zealand (see Waite, 1992 II, 47-8). This paper reports on research into all aspects of the status and situation of Rhaetoromansh in Switzerland beside three other languages, German, French and Italian. One aspect of this general study was the investigation of the legal status of the language, and its status within governmental institutions."

text: He aha te reo 'Tuturu'? (what is an official language?) Nō te tau 1987 ka whakaaetia e te Whare Pāremata o Aotearoa te Ture Reo Māori, arā, he ture hei whakamana i te reo Māori hei reo tūturu mō Niu Tïreni, hei tuku atu hoki te mana ki te reo Māori i roto i ētahi whakahaere o ngā ture, ā, hei whakamana hoki i te whakatūnga o te Kōmihana mō te Reo Māori, ā, me te whakaingoa hoki i ngā mahi me ngā mana o taua Kōmihana. Ko te whakamāoritanga o te 5(a) o ngā wāhanga, e pēnei ana: He mana anō ka homai e ngā wāhanga 3 me te 4, engari kāore he mana i tua atu i ēnei i te whakaaetia. He aha aua mana? Mō te wāhanga tuawhā, e mārama ana, ko ngā mana kei reira e takoto ana, arā, te mana o te tangata, ahakoa ko wai, e whaiwāhi ana ki ngā whakahaere kōti, ki te whakaputa kōrero ki te reo Māori. Engari ki te tahuri ki te tuatoru o ngā wāhanga, kāore i āta whakatakotoria ngā mana e pā ana ki taua wāhanga. Kāore hoki he ture atu anā i tēnei e āta whakamāramatia nei aua mana. Nō reira, he tino pātai e pā ana ki te mana o te reo Māori i Aotearoa ko tēnei: he aha ngā mana o tēnei mea, o te “reo tūturu” o tētahi whenua? He aha te tikanga o te kupu nei, “reo tūturu”? He huarahi e taea ai tēnei urupounamu te whakautu, ko te āta titiro i ngā tikanga o ētahi atu whenua e rua nei, neke atu rānei ngā reo e whaimana ana i roto i te ture, kia kitea ai te tino āhua o te mea nei, te reo tūturu, i roto i te ao whānui, me te whakahāngai i aua tikanga ki te tū o te reo Māori i roto i Aotearoa (tirohia Waite, 1992 II, 47-8). Ko te kaupapa o te pepa e takoto atu nei he āta titiro i te tūnga o tētahi reo kotahi, arā, o te reo Romanihi i roto i Huiterangi, i te taha o ētahi reo e toru, o ngā reo Tiamana, Wīwī, Itariana; he rangahau i te tū o taua reo i raro i te ture, i roto i ngā whakahaere tūmatanui o taua whenua. 

"In 1987 the New Zealand Parliament passed The Māori Language Act, An Act to declare the Māori language to be an official language of New Zealand, to confer the right to speak Māori in certain legal proceedings, and to establish Te Kōmihana Mō Te Reo Māori and define its functions and powers. Section 5(a) implies that there are rights granted by virtue of sections 3 and 4 and that these may not be construed to affect any rights beyond these. But what are these rights? With respect to section 4 it is clear, these are the rights specified there, that is, the right of any party to certain types of hearing to speak Māori. When one turns to section 3, there are no rights specifically laid out, nor is there any other legislation detailing those rights. Thus, an important question for the status of Māori within New Zealand is: what are the rights implied in the term “official language”? What is the meaning of the expression “official language”? A way to approach this question is to investigate the situation in other countries with two or more official languages, in order to discover how this term is understood generally in the world, and to apply appropriate aspects of this situation to New Zealand (see Waite, 1992 II, 47-8). This paper reports on research into all aspects of the status and situation of Rhaetoromansh in Switzerland beside three other languages, German, French and Italian. One aspect of this general study was the investigation of the legal status of the language, and its status within governmental institutions."

year: 2000-10

title: Puna

authors: Apiata, Hāwea

abstract: Bilingual poem for issue 11 of Mayhem Literary Journal.

text: Puna Bilingual poem for issue 11 of Mayhem Literary Journal.

year: 2024-09-26

title: Teaching grammar: A survey of EAP teachers in New Zealand

authors: Barnard, Roger

subjects: New Zealand

abstract: This paper reports on a survey of New Zealand teachers ' attitudes towards grammar and grammar teaching in their own particular teaching contexts. It uses a questionnaire adapted from that used in a survey of teachers of English for Academic Purposes (EAP) in British universities (Burgess & Etherington, 2002), followed by a series of email interviews with volunteer respondents. The findings of the present study indicate that, like the teachers reported in the 2002 study, EAP teachers in New Zealand appreciate the centrality of grammar in their language teaching and have a critical awareness of many of the problems and issues involved. There is also evidence to suggest that the teachers favour the treatment of grammar through its emergence in whole texts, rather than its presentation in decontextualised sentences and structures. In this regard, there is support for an approach tending towards Focus on Form (Long, 1991: Long & Robinson, 1998). However, the teachers' comments on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues than is usually suggested by proponents of a strictly incidental Focus on Form approach.

text: Teaching grammar: A survey of EAP teachers in New Zealand This paper reports on a survey of New Zealand teachers ' attitudes towards grammar and grammar teaching in their own particular teaching contexts. It uses a questionnaire adapted from that used in a survey of teachers of English for Academic Purposes (EAP) in British universities (Burgess & Etherington, 2002), followed by a series of email interviews with volunteer respondents. The findings of the present study indicate that, like the teachers reported in the 2002 study, EAP teachers in New Zealand appreciate the centrality of grammar in their language teaching and have a critical awareness of many of the problems and issues involved. There is also evidence to suggest that the teachers favour the treatment of grammar through its emergence in whole texts, rather than its presentation in decontextualised sentences and structures. In this regard, there is support for an approach tending towards Focus on Form (Long, 1991: Long & Robinson, 1998). However, the teachers' comments on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues than is usually suggested by proponents of a strictly incidental Focus on Form approach.

year: 2008