title: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency

authors: Shandley, Rosina Mary

subjects: Māori-medium

abstract: From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

text: Aro mai aro atu: Raising Māori-medium students' academic oral language proficiency From the early 1860s, colonial governments worked systematically to eradicate the language and culture of the indigenous people of Aotearoa / New Zealand, and, by the late 1960s, the death of the Māori language was being predicted by leading linguists. Māori leaders responded in the 1980s with language regeneration initiatives that included the birth of Māori-medium education. Today, this uniquely indigenous education system is a significant site of language learning for new generations of Māori children. In Māori-medium education, children are nurtured, educated, and loved as Māori, and they are more likely to attain educational qualifications than their Māori peers who attend English-medium schools. 

The success of Māori-medium education is achieved in the face of a raft of ongoing challenges that teachers and students confront on a daily basis. Years of language marginalisation, including the disruption to intergenerational transfer, mean Māori-medium students are required to learn the curriculum through their second and less-developed language. They have limited opportunities to hear or use the Māori language outside of the school, and this places huge pressure on teachers who are often their most significant language models. The challenge is compounded by the limited education that has been made available to teachers in relation to second-language pedagogies specifically designed for Māori-medium classrooms. The resulting situation is that Māori-medium teachers are often left struggling to find ways that they can develop students’ Māori language proficiency at the same time as their curriculum achievement so that one is not sacrificed for the other. 

This study designed and trialled pedagogies to support Māori-medium students to develop their academic oral language proficiency at the same time as their curriculum achievement. It was a mixed methods study grounded in a kaupapa Māori approach, and involved three teachers and 24 students across three separate Māori-medium schools. An Anga Putanga Ako (Curriculum Outcomes Matrix) was developed to support the students to understand what they needed to learn to progress through the writing curriculum. Teachers then learnt to share explicit learning outcomes from the Anga Putanga Ako with students before lessons and to allow them time to discuss their achievement of those outcomes in pairs at the conclusion of those lessons. Linguistic scaffolds were developed to support students’ learning conversations, including the self and peer assessment of the learning outcomes, and decisions about their curriculum achievement levels and next learning steps.

The quantitative and qualitative results of the study revealed that the confluence of the self and peer assessment practices, supported by the Anga Putanga Ako and linguistic scaffolds, improved the students’ academic oral language and accelerated their reading and writing achievement significantly beyond what is usually expected in a Māori-medium classroom in 14 weeks. The study also found that, through implementing the self and peer assessment pedagogies, teachers were able to identify ways they could develop their students’ academic language and curriculum achievement simultaneously and how these approaches could be applied across the curriculum.

It was clear from the research results that pedagogies that support second-language development and curriculum learning, such as the self and peer assessment pedagogies demonstrated in this study, need to be explicitly taught with consistency across initial and in-service teacher education programmes. This development is necessary to help ensure Māori-medium students are supported with the thinking and linguistic skills needed to contribute to the creation of new knowledge, to support or challenge the current social order as they see fit, and to continue to transfer the Māori language to new generations of mokopuna.

year: 2022

title: Pākehā Roots: Is claiming a Pākehā identity based on ethnic heritage or ethical choice?

authors: Green, Lynda

subjects: Authenticity

abstract: Development of a Pākehā identity has been an ongoing process since the first influx of people from the Northern Hemisphere set foot on the shores of Aotearoa. Originally the term Pākehā served as a generic term to distinguish early European colonisers from the Indigenous population who came to be known under the generic term of Māori. Both of these terms separated two groups of residents that have come to be known under the broader title of New Zealander. 

Chapter 2 begins with providing definitions from a range of sources describing some origins and definitions of the term Pākehā, discussion around the appropriateness of the term and how it can be used in our current timeframe to show empathy with Māori and their struggle for self-determination. A brief overview of human migration to the British Isles then the resulting migration to Aotearoa provides historical context to our pre-Pākehā heritage. Following this is a snapshot of some of our earliest Pākehā settlers which leads into the extent our governing bodies enlisted assisted immigrants to populate and provide infrastructure for this new colony of the British Empire. 

Chapter 3 delves into the angst-ridden territory of authentic existence championed through the existential philosophical movement. Tempered with a more compassionate approach from communitarian philosophy we are provided with a means to explore the many layers that build not only individual identity, but a collective identity also. Evidence is offered for the accommodation of the similarities, and more importantly differences we all experience in our wider relationships. Finally, focus is narrowed to specific issues attached to identifying as Pākehā in Aotearoa.

Underpinning this research are the nine semi-structured interviews which have provided tangible evidence of the complex elements accompanying the decision to self-identify as Pākehā (Chapter 4).  The very nature of identifying as Pākehā, as illustrated through the interview is not straightforward eliciting responses ranging from abundantly clear, to confusing and to contentious.  

The sheer diversity of responses generated an initial observance that, if this level of diversity in defining the term Pākehā is shown by nine people, how much more diversity would be operating throughout the general population. Here we can see how the basic premise of existential philosophy, that is, there is no essential nature to our existence, can be applied to attempting to seek a definition of being Pākehā that encapsulates all of the possible elements. What became abundantly apparent was the heartening feeling of most people striving for a sense of connectedness, on various levels, and a sense of belonging to this country we all call home.

text: Pākehā Roots: Is claiming a Pākehā identity based on ethnic heritage or ethical choice? Development of a Pākehā identity has been an ongoing process since the first influx of people from the Northern Hemisphere set foot on the shores of Aotearoa. Originally the term Pākehā served as a generic term to distinguish early European colonisers from the Indigenous population who came to be known under the generic term of Māori. Both of these terms separated two groups of residents that have come to be known under the broader title of New Zealander. 

Chapter 2 begins with providing definitions from a range of sources describing some origins and definitions of the term Pākehā, discussion around the appropriateness of the term and how it can be used in our current timeframe to show empathy with Māori and their struggle for self-determination. A brief overview of human migration to the British Isles then the resulting migration to Aotearoa provides historical context to our pre-Pākehā heritage. Following this is a snapshot of some of our earliest Pākehā settlers which leads into the extent our governing bodies enlisted assisted immigrants to populate and provide infrastructure for this new colony of the British Empire. 

Chapter 3 delves into the angst-ridden territory of authentic existence championed through the existential philosophical movement. Tempered with a more compassionate approach from communitarian philosophy we are provided with a means to explore the many layers that build not only individual identity, but a collective identity also. Evidence is offered for the accommodation of the similarities, and more importantly differences we all experience in our wider relationships. Finally, focus is narrowed to specific issues attached to identifying as Pākehā in Aotearoa.

Underpinning this research are the nine semi-structured interviews which have provided tangible evidence of the complex elements accompanying the decision to self-identify as Pākehā (Chapter 4).  The very nature of identifying as Pākehā, as illustrated through the interview is not straightforward eliciting responses ranging from abundantly clear, to confusing and to contentious.  

The sheer diversity of responses generated an initial observance that, if this level of diversity in defining the term Pākehā is shown by nine people, how much more diversity would be operating throughout the general population. Here we can see how the basic premise of existential philosophy, that is, there is no essential nature to our existence, can be applied to attempting to seek a definition of being Pākehā that encapsulates all of the possible elements. What became abundantly apparent was the heartening feeling of most people striving for a sense of connectedness, on various levels, and a sense of belonging to this country we all call home.

year: 2014

title: Developing usability studies via formal models of UIs

authors: Bowen, Judy

subjects: computer science

abstract: Developing usability studies to evaluate software is a task requiring a wide variety of skills. For software developers who are not used to taking a user-centred approach to development it is often easier and more convenient to dismiss the use of user evaluation as too time-consuming or too hard. This is even more likely to be the case for developers who take a formal approach to software development, which is generally not focused on interface or usability concerns. In this paper we present an early investigation into the use of formal models of user interface designs as the basis for designing software evaluation studies. We have undertaken a comparison study to find out whether a useful study can be derived in this way and whether or not further investigation into this is worthwhile, and we present the results here.

text: Developing usability studies via formal models of UIs Developing usability studies to evaluate software is a task requiring a wide variety of skills. For software developers who are not used to taking a user-centred approach to development it is often easier and more convenient to dismiss the use of user evaluation as too time-consuming or too hard. This is even more likely to be the case for developers who take a formal approach to software development, which is generally not focused on interface or usability concerns. In this paper we present an early investigation into the use of formal models of user interface designs as the basis for designing software evaluation studies. We have undertaken a comparison study to find out whether a useful study can be derived in this way and whether or not further investigation into this is worthwhile, and we present the results here.

year: 2010