title: /u/ fronting and /t/ aspiration in Māori and New Zealand English

authors: Maclagan, Margaret

subjects: Maori

abstract: This article examines the relationship between the frontness of /u/ and the aspiration of /t/ in both Māori and New Zealand English (NZE). In both languages, these processes can be observed since the earliest recordings dating from the latter part of the nineteenth century. We report analyses of these developments for three groups of male speakers of Māori spanning the twentieth century. We compare the Māori analyses with analyses of related features of the speakers' English and of the English of monolingual contemporaries. The occurrence of these processes in Māori cannot be seen simply as interference from NZE as the Māori-speaking population became increasingly bilingual. We conclude that it was the arrival of English with its contrast between aspirated and unaspirated plosives, rather than direct borrowing, that was the trigger for the fronting of the hitherto stable back Māori /u/ vowel together with increased aspiration of /t/ before both /i/ and /u/.

text: /u/ fronting and /t/ aspiration in Māori and New Zealand English This article examines the relationship between the frontness of /u/ and the aspiration of /t/ in both Māori and New Zealand English (NZE). In both languages, these processes can be observed since the earliest recordings dating from the latter part of the nineteenth century. We report analyses of these developments for three groups of male speakers of Māori spanning the twentieth century. We compare the Māori analyses with analyses of related features of the speakers' English and of the English of monolingual contemporaries. The occurrence of these processes in Māori cannot be seen simply as interference from NZE as the Māori-speaking population became increasingly bilingual. We conclude that it was the arrival of English with its contrast between aspirated and unaspirated plosives, rather than direct borrowing, that was the trigger for the fronting of the hitherto stable back Māori /u/ vowel together with increased aspiration of /t/ before both /i/ and /u/.

year: 2009

title: Te Ika Huirua o Te Mate

authors: Maxwell, Te Kahautu

abstract: This composition is a lament to two staesman of the Māori world Apira Mahuika of Ngāti Porou and Tama Huata of Ngāti Kahungunu. Both men were giants in their respective areas, governance, tribal politics cultral revival language revitalisation, Treaty settlements they both died within days of each other. This compostion also talks about how Pākeha law clashes with Māori lore with the James Takamore case where his whanau took his body and returned it to James ancestral home Whakatohea and the widow laid charges to have her husbands remains dug up and returned to Christchuch. I thought it appropriate to protest about this being the Te Matatini World Championship Kapa Haka Competition was held in Christchurch March 2015. This composition was performed by Ōpōtiki Mai Tawhiti.

text: Te Ika Huirua o Te Mate This composition is a lament to two staesman of the Māori world Apira Mahuika of Ngāti Porou and Tama Huata of Ngāti Kahungunu. Both men were giants in their respective areas, governance, tribal politics cultral revival language revitalisation, Treaty settlements they both died within days of each other. This compostion also talks about how Pākeha law clashes with Māori lore with the James Takamore case where his whanau took his body and returned it to James ancestral home Whakatohea and the widow laid charges to have her husbands remains dug up and returned to Christchuch. I thought it appropriate to protest about this being the Te Matatini World Championship Kapa Haka Competition was held in Christchurch March 2015. This composition was performed by Ōpōtiki Mai Tawhiti.

year: 2015-02-12

title: Supporting lower-achieving seven-and-eight-year-old children with place value understandings

authors: Bailey, Judy

subjects: Mathematics - study & teaching

abstract: The article focuses on the importance of listening to children to identify their current understandings and developing on them systematically, using the materials, to promote a conceptual understanding. It mentions that classroom teachers are responsible for supporting children in their class even when the children represent mathematical understandings and competence.

text: Supporting lower-achieving seven-and-eight-year-old children with place value understandings The article focuses on the importance of listening to children to identify their current understandings and developing on them systematically, using the materials, to promote a conceptual understanding. It mentions that classroom teachers are responsible for supporting children in their class even when the children represent mathematical understandings and competence.

year: 2015