title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024

title: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books

authors: Daly, Nicola

subjects: New Zealand

abstract: When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

text: Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books When a linguistic form from one language is used in another language, such words are known as borrowings or loan words (Crystal 2003: 56). The English language is renowned for its large capacity for borrowing and it has been suggested that the growth in internationalism in recent times has led to people seeking new words to indicate their local identity (Crystal 1995; Crystal 2003). Certainly this is the case of New Zealand English, the most distinctive aspect of which is borrowings from te reo Maori (Deverson 1991). In 1984 Deverson estimated that most New Zealanders have a passive knowledge of at least 40-50 borrowed Maori loan words (Deverson 1984). This figure has been recently revised by Macalister to 70-80 such words (20,-,63.). A study of the frequency of Maori loan words in New Zealand English in New Zealand School Journals of the 1960s and 1990s showed an incidence of around 6 words per 1,000 (Macalister 1999). Kennedy and Yamazaki (1999) also found borrowed Maori words at a rate of 6 per thousand words. Macalister (2006b) has examined the use of Maori loan words in New Zealand English across a 150 year period from 1850-2000. He examined a corpus of a little under five and a half million words from three sources: Newspapers, parliamentary debates and School Journals. Across the three sources there was an increase from 3.29 words per 1,000 in 1850 to 8.8 per thousand in 2000. Macalister lists the reasons for this change as including urbanisation of the Maori population between 1945 and 1975, which created more contact; the changing status of the Maori language with the kOhanga reo movement; the establishment of the Maori Language Commission (Te Taura Whiri i te Reo Maori) and legislation of Maori as an official language of New Zealand in 1987.

year: 2007

title: Continuity and change in national riskscapes: a New Zealand perspective on the challenges for climate governance theory and practice

authors: White, Iain

abstract: Climate change challenges how policy agents imagine and manage risks in space and time. The impacts are dynamic, uncertain and contested. We use riskscapes as a lens to analyse how New Zealand has perceived and mediated natural hazard and climate risks over time. We identify five different national riskscapes using a historical timeline, which have changed as global risks cascade into national and sub-national governance. We find that while there has been a major effort to reflect the dynamic and systemic language of risk theory in national policy, a significant challenge remains to develop appropriate governance and implementation strategies and to shift from long-held ways of doing and knowing.

text: Continuity and change in national riskscapes: a New Zealand perspective on the challenges for climate governance theory and practice Climate change challenges how policy agents imagine and manage risks in space and time. The impacts are dynamic, uncertain and contested. We use riskscapes as a lens to analyse how New Zealand has perceived and mediated natural hazard and climate risks over time. We identify five different national riskscapes using a historical timeline, which have changed as global risks cascade into national and sub-national governance. We find that while there has been a major effort to reflect the dynamic and systemic language of risk theory in national policy, a significant challenge remains to develop appropriate governance and implementation strategies and to shift from long-held ways of doing and knowing.

year: 2020