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Cook Islands Māori context elaborations

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Cook Islands Māori L8: Context elaborations

Students are expected to engage with and respond clearly and critically to a variety of extended texts, including authentic texts (those not created or modified specifically for language learners). They are expected to use the language more variably (flexibly) and with greater effectiveness (fitness for purpose and appropriateness), at times in sustained interactions and extended texts. They are expected to explore the views of others, develop and share personal perspectives, and justify, support, or challenge ideas and opinions in different situations and on matters that are beyond their immediate experience. In all their output, it is expected that students will use their developing knowledge of linguistic and cultural forms to help them create meaning.

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

Example 1: E peu ‘Akatā ‘onga ‘anga Ariki

Kia orāna e te au tamariki ē ‘akarongorongo mai nei ‘i tāku ripoti kimikimi ‘anga nō runga i te tumu manako “Te Peu ‘Akatā ‘onga ‘anga Ariki” i runga ‘i tōku ‘enua ‘i te Kūki ‘Āirani.

Kua kite ‘ia mai ‘ē au tēta ‘i au ‘akamārama ‘anga nō runga ‘ite ‘akatā ‘onga ‘anga Ariki tei karanga ‘ia ē, ‘akamarokura Ariki. ‘I tāku ‘ākara ‘anga, e peu ngāteitei tēia ki roto ‘i te ‘akateretere ‘anga ‘a te ‘iti-tangata ‘ō te ‘enua.

Mei tēia te tū, mē mate tēta ‘i Ariki kā mono ‘ia tōna tāo ‘nga. ‘Āe, ‘e tika rāi tēia. Kā putuputu mai te kopū Ariki, ‘e ka kāpiki ‘ia te aronga mana, te au rangatira, te au mata ‘iapo, nō tēta ‘i ‘uipā ‘anga ma ‘ata e te pū ‘apinga koia ‘oki ko te ‘iki-tāo ‘nga. Mē ‘ea ‘a kā ‘uipa ‘anga ‘ia ai, kaimoumou taime ‘ua.

‘I roto ‘i tēia ‘uipā ‘anga, kā papa mai te au kōpu ‘i tō rātou mānga piri ‘anga ki te Ariki tei takakē atu. ‘I raro ake ‘i te ture ‘enua ‘e te ture kōpu-tangata, kā ‘iki ‘ia te tā' onga Ariki ki runga ‘i te tamaiti mata ‘i'apo, mē kāre te tamaiti tamāroa ‘okota ‘i, mē kāre ki tāna tama ‘okota ‘i noātu ē, ‘e tamā ‘ine. ‘Inā rā, kua pāpu ‘iāku ē, mē kāre 'e tamāroa, kua ‘iki ‘ia ‘i rēira te tamā ‘ine mata ‘i'apo.

Mē ‘ākara au ‘i tēia peu, kua ‘akaāri ‘ia mai te tū mārama ‘ō te ‘iti-tangata ‘ō te tuātau mua. Pēnei kua riro tō rātou mārama ‘e te pakari ‘ei ‘akatupu ‘i te ‘au ‘i roto ‘i te kōpu tangata. Kāre e ‘āiteite ana tēia peu ki tā tēta ‘i au pā ‘enua kē atu.

Context and text type

Matangaro, a year 13 learner of Cook Islands Māori, presents to his classmates his research into the process of choosing the rightful heir to the 'Ariki' (chief) title.

Text type

Report, oral presentation. Productive.

Examples showing how the student is:

Communicating information, ideas, and opinions through extended and varied texts

Matangaro formally reports his findings. He uses a respectful formulaic expression to acknowledge his audience and express joy at seeing them gathered there:

  • Kia orāna ‘ē te au tamariki.

He comments on the wisdom demonstrated by forefathers when selecting a chief:

  • Mē ‘ākara au ‘i tēia peu kua ‘akaāri ‘ia maiꞌ te tū mārama ‘o te iti-tangata ‘o te tuatau mua.

The speaker uses compound sentences; for example, when he explains who needs to be present at the meeting:

  • Ka putuputu mai te kōpu Ariki, ‘ē ka kāpiki ‘ia te aronga mana, te au rangatira, te au mata ‘iapo, nō tēta ‘i ‘uipā ‘anga ma ‘ata ‘ē te pū ‘apinga kōia ‘oki ko te “iki-tāo‘nga”.

Exploring the views of others

The speaker emphasises the importance of family links, as found in one’s family tree. This has come through in his research as he has asked people for their views:

  • ‘I roto ‘i tēia ‘uipā ‘anga, kā papa mai te au kōpu ‘i tō rātou mānga piri ‘anga ki te Ariki tei takakē atu. ‘I raro ake ‘i te ture ‘enua ‘ē te ture kōpu-tangata, kā ‘iki ‘ia te tā ‘onga Ariki ki runga ‘i te tamaiti mata ‘i'apo, mē kāre te tamaiti tamāroa ‘okota ‘i, mē kāre ki tāna tama ‘okota ‘i noātu ē, e tamā ‘ine.

He explains that others have expressed the view that the selection process is designed to avoid a rift amongst families:

  • Pēnei kua riro tō rātou mārama e te pakari, ‘ei ‘akatupu ‘i te ‘au ‘i roto ‘i te kōpu tangata.

As they listen, those in the audience will be exploring their own views, relating what Matangaro says to their own knowledge, understandings, and beliefs.

Developing and sharing personal perspectives

Matangaro shares his personal perspective on the cultural protocols relating to the selection of a new Ariki:

  • ‘I tāku ‘ākaranga ‘anga ‘e peu ngāteitei tēia ki roto ‘i te ꞌakateretere ‘anga ‘ā te ‘iti-tangata ‘ō te ‘enua.

He voices his surprise at the organisational skills and wisdom displayed by the people of long ago:

  • Mē ‘ākara au ‘i tēia peu kua ‘akaāri ‘ia maiꞌ te tū mārama ‘o te ‘iti-tangata ‘ō te tuātau mua.

He also expresses his view of cultural practices in the Cook Islands compared with practices in other cultures:

  • Kāre ‘e ‘āiteite ana tēia peu ki tā tēta ‘i au pa ‘enua kē atu.

Justifying own ideas and opinions

Matangaro explains the practice of bestowing the title on a female child when there is no male child in the family:

  • ‘Inā, rā kua pāpū ‘iāku ē me kāre ‘e tamāroa kua ‘iki ‘ia ‘iꞌreira te tamā ‘ine mata ‘i'apo.

He justifies his view that having a meeting is a waste of time:

  • Mē ‘ea ‘a kā ‘uipa ‘anga ‘ia ai, kaimoumou taime ‘ua.

He explains that the knowledge and wisdom of the old people creates peace within families:

  • Pēnei kua riro tō rātou mārama ‘e te pakari, ei ‘akatupu ‘i te ‘au ‘i roto ‘i te kōpu tangata.

Supporting or challenging the ideas and opinions of others

Matangaro reflects on his own opinions about respecting the wisdom of the old people:

  • kua ‘akaāri ‘ia maiꞌ te tū mārama o te ‘iti-tangata ‘o te tuātau mua.

He supports the idea that, when an Ariki dies, his title must be bestowed upon another person:

  • Mei tēia te tū, mē mate tēta ‘i Ariki kā mono ‘ia tōna tao ‘nga. ꞌAe 'e tika rai tēia.

He challenges the practice of automatically passing the Ariki title down the male line:

  •  Inā rā kua pāpū ‘iāku e mē kāre ‘e tamāroa kua ‘ikiꞌia ‘i ‘rēira te tamā ‘ine mata ‘i'apo.

As they listen to what he has to say, those in the audience will be exploring their own views, relating what he says to their knowledge, understandings, and beliefs. What they hear will either support or challenge their own views, and may even change them.

Engaging in sustained interactions and producing extended texts

The presentation is a sustained interaction between Matangaro and his audience. As he speaks, his listeners will interpret what he is saying in light of their own knowledge, understandings, and beliefs.

This text is designed to be presented orally, so pronunciation, intonation, rhythm, speed, audibility, and stress all have a bearing on the effectiveness of the communication.

Body language and gestures may include shrugging of the shoulders, pointing of fingers, nodding and shaking of the head, facial expressions. These will contribute significantly to the communication, and influence how the audience responds.

Exploring how linguistic meaning is conveyed across languages

The addition of the prefix ꞌaka-' to a noun changes it into a verb, for example:

  • ‘aka-no ‘ono ‘o, ‘aka-mārama, ‘aka-teretere, ‘akatā ‘onga.

The use of the suffix ‘anga changes a word into a noun, for example:

  •  ‘akano ‘ono ‘o ‘anga, ‘iki ‘anga, kimikimi ‘anga, ‘uipā ‘anga, teretere ‘anga, ‘akamarokura ‘anga.

In English, 'research report' is correct usage, with the adjective 'research' placed before the noun. In Cook Islands Māori, the noun comes first, followed by the descriptor:

  • tāku ripoti kimikimi ‘anga.

Many of the words used in this text have cognates in other Pacific languages. For example, ‘enua (land, country, territory) is related to 'whenua' (land, homeland) in te reo Māori, 'fenua' in gagana Tokelau, 'fanua' in gagana Sāmoa, and 'fonua' in Tongan and in vagahau Niue.

The speaker greets the audience with the respectful formulaic expression, 'Kia orāna ‘e te au tamariki'. In this way, the he acknowledges the presence of his audience and expresses delight at seeing them gathered ready to listen. Formulaic greetings are found across languages.

Analysing how the use of the target language expresses cultural meanings

Matangaro uses the term 'kōpu tangata', which refers to the extended family group (includes the relatives of both parents) as distinct from the nuclear family (mother, father, and children).

He uses expressions that relate to cultural practices that would be well known to listeners from Cook Islands communities. For example, 'kōpu Ariki' (royal or chiefly family), '‘Akamarokura Ariki' (investiture of a paramount chief or chief ), and 'te aronga mana' (leaders – 'aronga mana' means leaders within different contexts and is not confined to family – within the extended family).

Matangaro refers also to 'te tamaiti mata ‘i'apo' (the firstborn child). 'Mata ‘i'apo' can also mean a chiefly title or denote any person who holds such a title. Chiefly title is most commonly held by the eldest son, passing down the line in that generation, and eventually to the eldest son in the next generation. But the title is elective, and families may pass over unsuitable members if they so choose.

Tamaiti can refer either to a boy or to a child of either sex, so its interpretation is dependent on the context.

Opportunities for developing intercultural communicative competence

Students could explore types of text in te reo Māori Kūki ꞌĀirani relating to the bestowing of titles, and could discuss the selection process with Cook Islands community members in New Zealand.

They could present their findings in te reo Māori Kūki ꞌĀirani, using suitable text types, for example, articles for a school or community newspaper, emails, speeches, interviews. Students could prepare a TV report in te reo Māori Kūki ꞌĀirani about this cultural practice and how it is observed in their local Cook Islands community.

Students could compare cultural practices between islands or cultures, for example, when bestowing a title, with respect to roles and responsibilities in the family (for example, those of the first-born child/son).

Last updated April 15, 2013



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