title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013

title: The Proceedings of the National Māori Graduates of Psychology Symposium 2002: Making a difference

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: This is the full proceedings of the National Māori Graduates of Psychology Symposium 2002. The proceeding include the following themes: Kia matāra - negotiating the challenges in Māori development, kia mau – recruitment and retention, Tuhia mai, whiua atu – research and methodology, tinia mai – interventions and treatment, taitaia i te ahi manuka – pride upon the skin.

text: The Proceedings of the National Māori Graduates of Psychology Symposium 2002: Making a difference This is the full proceedings of the National Māori Graduates of Psychology Symposium 2002. The proceeding include the following themes: Kia matāra - negotiating the challenges in Māori development, kia mau – recruitment and retention, Tuhia mai, whiua atu – research and methodology, tinia mai – interventions and treatment, taitaia i te ahi manuka – pride upon the skin.

year: 2003

title: Sustainability, governance and water management in New Zealand

authors: Daya-Winterbottom, Trevor

abstract: New Zealand is a “pluvial society”.The common perception before 1997 was that there were no serious issues regarding freshwater in New Zealand compared with other jurisdictions, notwithstanding the fact that irrigation had doubled to 500,000ha during the period 1985 to 1997. However, freshwater allocation was set to become a significant issue in the future. By 2003 problems in the Waitaki catchment of the South Island brought matters sharply into focus as competition between productive users became fierce and increasingly litigious, and problems were occuring regarding allocation between competing irrigation applications and between irrigation and hydro electric power schemes. 
Subsequently, freshwater allocation has been subject to legislative amendments and litigation before the Supreme Court, and new planning documents at both national and regional level are being developed to guide decision making. Demand for freshwater use has continued to grow “to the point [in many areas] where shortages occur because the spatial and temporal patterns of supply do not match demand patterns”, and it is expected that “the majority of the catchments that support New Zealand’s main population centres and agricultural production … [will] be fully allocated by 2012”.  
The purpose of this paper is to review the law on restrictions relating to freshwater under the Resource Management Act 1991 (RMA). The paper will focus on the taking and use of water, and current proposals for reform of the water management regime under the RMA.

text: Sustainability, governance and water management in New Zealand New Zealand is a “pluvial society”.The common perception before 1997 was that there were no serious issues regarding freshwater in New Zealand compared with other jurisdictions, notwithstanding the fact that irrigation had doubled to 500,000ha during the period 1985 to 1997. However, freshwater allocation was set to become a significant issue in the future. By 2003 problems in the Waitaki catchment of the South Island brought matters sharply into focus as competition between productive users became fierce and increasingly litigious, and problems were occuring regarding allocation between competing irrigation applications and between irrigation and hydro electric power schemes. 
Subsequently, freshwater allocation has been subject to legislative amendments and litigation before the Supreme Court, and new planning documents at both national and regional level are being developed to guide decision making. Demand for freshwater use has continued to grow “to the point [in many areas] where shortages occur because the spatial and temporal patterns of supply do not match demand patterns”, and it is expected that “the majority of the catchments that support New Zealand’s main population centres and agricultural production … [will] be fully allocated by 2012”.  
The purpose of this paper is to review the law on restrictions relating to freshwater under the Resource Management Act 1991 (RMA). The paper will focus on the taking and use of water, and current proposals for reform of the water management regime under the RMA.

year: 2011