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Vagahau Niue context elaborations

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Vagahau Niue L7: Context elaborations

Students are expected to begin to engage in sustained interactions and produce increasingly extended texts, in which they explore the views of others, develop and share personal perspectives, and justify, support, or challenge ideas and opinions in different situations. Students are expected to begin responding critically to more extended and varied text types on familiar matters.

Context elaborations are examples for teacher guidance only. They should not be used as assessment tools.

Example 1: Tau fakailoaaga

Glossary

fafati — estimated

fakafua — establishment

fakamaumauaga — finalise

Kua amanaki e tau fuata ke fakahoko e koli he po Faiumu aho 22 he mahina a Aokuso ke ati tupe ke lata mo e tauteaga he malē pelē lakapī mo e malē pelē netepolo.

  1. Kua mau ha lautolu a tau manatu ke taute kai ke fakafua he fale koli. Kua fafati e lautolu ti talia ke $10 ka fakafua aki taha e kapiniu kai.
  2. Kua vihi e tau kupu hagaao ke he fekau, ko e fakafua kava mo e tau tulā fafati ke lata mo e koli.

Kua manako falu ke pā e fakafua kava he fale koli ka e manako falu ke fakafua kava ha ko e taha pūhala tutuli tupe foki ni a ia. Ko e kakano ne loto ai ke pā e fakafua kava ha kua lahi e fakahānoa he tau tagata inu kava. Hahā i ai e falu kua tupetupe ha kua manako ke tokologa ka o mai ke lagomatai e atihakeaga tupe.

Kua manako foki ke kamata e koli he hola valu ti fakaoti he hola hogofulu ma ua. Kua nākai fiafia falu fuata ke tuku e koli he matahola ia. Manako a lautolu ke tuku atu e fakaotiaga ke he hola 1 he pogipogi Tapu.

[Fēfē ha mutolu a manatu ma tau mamatua, kua manako ke lagomatai ke he fakamaumauaga he tau fekau he tau fuata ha tautolu?]

Context and text type

A short article in a local community newspaper gives details of a fundraising event for a sports club.

Text type

Short newspaper article, factual. Receptive.

Observations a student might make concerning:

Information, ideas, and opinions communicated in the text

The intention of the article is communicated at the beginning:

  • Kua mau ha lautolu a tau manatu ke taute kai ke fakafua he fale koli.

Formal language is used in the article to convey information to readers; for example:

  •  Kua amanaki e tau fuata ke fakahoko e koli.

The article is short and to the point. It details specific information regarding the event, for example:

  •  Kua fafati e lautolu ti talia ke $10 ka fakafua e aki taha kapiniu kai.

While the article is informative, it is also persuasive, as members are needed to help with the fundraising event and there are decisions to be made:

  • Fēfē ha mutolu a manatu ma tau mamatua, kua manako ke lagomatai ke he fakamaumauaga he tau fekau he tau fuata ha tautolu.

The writer is aware of issues around fundraising events, and takes care to balance opposing points of view. For example, the article describes both the advantages and disadvantages of having alcohol at the event:

  • Kua manako falu ke pā e fakafua kava he fale koli … ko e taha pūhala tutuli tupe foki ni a ia; kua lahi e fakahānoa he tau tagata inu kava.

How the writer explores the views of others

The writer presents the divergent views that people hold on whether alcohol should be available at the event:

  • Kua manako falu ke pā e fakafua kava he fale koli … ko e taha pūhala tutuli tupe foki ni a ia; kua lahi e fakahānoa he tau tagata inu kava.

The writer highlights the dissatisfaction that the event’s early finishing time is causing among young adults:

  • Kua nākai fiafia falu fuata ke tuku e koli he matahola ia.

As readers interact with the information and ideas presented in the article, they will be exploring their own views, and relating what they read to their own knowledge, understandings, and beliefs.

The writer asks a direct question:

  • Fēfē ha mutolu a manatu ma tau mamatua?

In this way the writer provokes readers to reflect on where they stand, and what their own attitudes are, even if readers do not actually get to express them.

How the writer develops and shares personal perspectives

The writer is presenting information on behalf of the sports club, so they are not really in a position to give and share personal views.

When describing attitudes towards alcohol at the event, the writer mainly presents the perspectives of others, for example:

  •  Kua manako falu ke pā e fakafua kava he fale koli … ko e taha pūhala tutuli tupe foki ni a ia.

How the writer justifies their own ideas and opinions

The writer comments on the matter of alcohol at the event, and provides a possible justification:

  • ko e taha pūhala tutuli tupe foki ni a ia.

The writer presents both sides of the debate, and avoid taking sides.

How the writer supports or challenges the ideas and opinions of others

The writer adopts a neutral tone, so does not directly challenge particular groups of people.

The writer includes divergent perspectives; for example:

  •  Ko e kakano ne loto … Hahā i ai e falu kua tupetupe …

The writer invites readers’ opinions:

  • Fēfē ha mutolu a manatu ma tau mamatua?

Readers will find their own views challenged or supported as they read what others think.

How the language in the text is organised for the writer’s purpose

The style is formal and the tone neutral, which is typical of this kind of article:

  • Kua vihi e tau kupu hagaao ke he fekau ko e fakafua kava mo e tau tulā fafati ke lata mo e koli.

The text provides information that is detailed and precise, for example:

  •  Kua fafati e lautolu ti talia ke $10 ka fakafua aki taha e kapiniu kai.

The dollar amount is written with the standard symbol so that it is easily read:

  • ke $10 ka fakafua aki taha e kapiniu kai.

The purposes of the meeting are set out as items on an agenda. This is consistent with the purpose of the article, which is to inform members of the upcoming meeting.

Kava as used in the text refers to alcohol in an inclusive sense. Kava has a specific meaning – the drink made from the kava plant – and a general meaning, where it includes any intoxicating drink. Some readers may not be familiar with this more general meaning of the word.

The writer uses the first person plural inclusive pronoun 'tautolu' to show that the matters raised are of concern to everyone, including the writer:

  • Kua manako ke lagomatai ke he fakamaumauaga he tau fekau he tau fuata ha tautolu.

'He pogipogi Tapu' has the meaning of 'Sunday morning' in English. Many Niue Christians treat Sundays as sacred days, and a day of rest. The word 'tapu' is known to many in New Zealand, because of the use of 'tapu' in Māori and English contexts to convey the meaning of 'sacred' or 'forbidden'.

Opportunities for developing intercultural communicative competence

Students could discuss their responses to the issues raised in the article. Did they find the article supported or challenged their own views?

Students could investigate other formal written texts in vagahau Niue and discuss their language, style, and culture-in-language features. They could then apply this knowledge to developing an individual or collective response to the issues raised in the article, justifying their ideas and opinions.

Students could then prepare a class discussion or formal debate in vagahau Niue on the subject of the advantages and disadvantages of having alcohol at public events. They could use visual (for example, photos, drawings) and verbal language to argue for and justify their point of view.

Last updated March 27, 2013



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