Cook Islands Māori 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: Maintaining te reo Māori Kūki 'Āirani
Te Reo Kūki ꞌĀirani ꞌAuraka Kia Ngaro
Kia orāna kōtou kātoatoa tei mātuāpuru mai ‘i tēia rā ki raro ‘i te marumaru ō tēia ngutu ‘are. Kia ‘akameitaki ‘ia te Atua nō tēia tika ‘anga mānea tei riro ‘ei ‘ītiki ‘ia tātou ki te ngāi ‘okota ‘i.
Ko Paul tōku ingoa. Nō te ‘api ‘i tuarua Claymore mai au.
Te karanga nei te tumu tāpura “Taku Reo ‘Auraka Kia Ngaro”, ‘ea ‘a te ‘āite ‘anga ‘ō tēia?
Tōku tumu manako mua. Ko kōrua ‘e māmā ‘e pāpā te pū ‘āpi ‘i nūmero ta ‘i roa ātu. Nā kōrua ‘ē ‘akamata ‘i tēia ki te kāinga. Tā ‘anga ‘anga ‘ia tō kōrua kite. ‘Auraka ‘e varenga tuatua papa ‘ā ‘ua. ‘Āpi ‘i ‘ia tā kōrua ‘uānga ‘i tō tātou reo, ‘ei ‘akaparau ‘anga rāi nā kōrua ‘ā tēta ‘i rā. Kua kite au ē, ‘e mānganui ‘ua atu rāi te au metua, kāre tākiri ē tuatua Māori ana ki tā rātou tamariki. ‘E mea tangi tikāi.
Te rua. Tē kite katoa nei au ē, te karanga nei tēta ‘i pāpāki ‘ia kōtou e kāre ‘e pu ‘apinga ō te reo. Kāre e rauka mai tēta ‘i ngā ‘i ‘anga ‘anga meitaki. I … mē e tangata tū katau koe ‘i roto i tō ‘ou ‘uā ‘orāi reo, māmā ‘ua iākoe ‘i te tāmou ‘i tēta ‘i reo kē atu.
Te maromaroā nei au nō te mea kua kite ‘ia ‘e te aronga kimikimi ē, te ngaro atu nei tō tātou reo.
TOP
Context and text type
Paul is a year 12 student of Cook Islands Māori heritage, who is learning the language at school. He gives a speech at the Polyfest about maintaining 'te reo Māori Kūki ‘Airani' in New Zealand.
Text type
Speech, formal. Productive.
TOP
Examples showing how the student is:
Communicating information, ideas, and opinions through increasingly extended and varied texts
Paul uses a formal address to introduce his speech:
- Kia orāna kōtou kātoatoa tei mātuāpuru mai ‘i tēia rā ki raro ‘i te marumaru ‘ō tēia ngutu ‘are.
He uses a mix of different structures to convey information and present his views. For example, simple sentences:
- Ko Paul tōku ingoa. Nō te ‘āpi ‘i tuarua Claymore mai au,
and more extended sentences that use a combination of structures; for example:
- Nō te mea ‘e kite ana au ē, ‘e mānganui ‘ua ātu rāi te au metua, kāre tākiri e tuatua Māori ana ki tā rātou tamariki.
This is spoken text, so Paul’s pronunciation, intonation, rhythm patterns, delivery speed, audibility, and stress patterns will all have a bearing on the overall effectiveness of the communication, and must also be considered.
Body language and gestures would most likely include shrugging the shoulders and pointing. These will add significantly to the impact of the delivery.
Paul shows that he identifies with his heritage when he uses the inclusive pronoun tātou (us) at the end of his speech:
- Tē maromaroā nei au nō temea kua kite ‘ia ‘e te aronga kimikimi ē, te ngaro atu nei tō tātou reo.
Beginning to explore the views of others
Paul shows that he has understanding of language learning derived from other sources:
- I … mē ‘e tangata tū katau koe ‘i roto ‘i tō ‘ou ‘uā ‘orāi reo, māmā ‘ua iākoe ‘i te tāmou ‘i tēta ‘i reo kē atu.
He reminds his audience that not everyone is positively disposed towards maintaining the language:
- Tē kite katoa nei au ē, te karanga nei tēta ‘i pāpāki ‘ia kōtou ē kāre e pu ‘apinga ‘o te reo.
Beginning to develop and share personal perspectives
Paul uses evidence to develop his argument:
- Nō te mea e kite ana au ē.
He shares his personal view with parents in the audience:
- Ko kōrua e māmā e pāpā te pū ‘āpi ‘i nūmero ta ‘i roa ātu. Nā kōrua ‘ē ‘akamata ‘i tēia ki te kāinga.
Beginning to justify own ideas and opinions
Paul justifies this particular gathering:
- Kia ‘akameitaki ‘ia te Atua nō tēia tika ‘anga mānea tei riro ei ‘ītiki ‘ia tātou ki te ngā ‘i ‘okota ‘i.
He gives reasons to be proud:
- ꞌEi ‘akaparau ‘anga rāi nō kōrua ‘ā tēta ‘i rā.
He indicates his support for learning the language:
- … māmā ua ‘iā koe ‘i te tāmou ‘i tēta ‘i reo kē atu.
Beginning to support or challenge the ideas and opinions of others
Paul challenges parents in their role as first teachers:
- Ko koe e māmā e pāpā te pu ‘api ‘i nūmero ta ‘i roa atu.
He uses emotive language to describe his particular feelings:
His words will either support or challenge the ideas and opinions of his audience.
He uses research to support an idea:
- Te maromaroā nei au no te mea kua kite ‘ia ‘e te aronga kimikimi ē, tē ngaro atu nei tō tātou reo.
Beginning to engage in sustained interactions and produce extended texts
Paul uses a range of tenses to develop his argument from different perspectives; for example:
- Te kite katoa nei au (present tense); kua kite ‘ia ē te aronga kimikimi (past tense); ‘ā teta ‘i rā (future tense).
A speech is extended text by definition. By delivering his speech, and accompanying it with appropriate body language, Paul sustains an interaction with his audience: they construct meaning from what he says and, depending on their beliefs, are supported or challenged in their views.
Interpreting ways in which the target language is organised in different texts and different purposes
Paul uses structural devices to organise his ideas; for example:
- Tōku tumu manako mua; Te rua.
His speech is clearly organised in sections: greetings, introduction, statement of topic, paragraphs for points, conclusion.
He opens his speech and organises his ideas in a culturally appropriate manner.
In his forms of address, he follows the conventions and protocols of speech making in 'te reo Māori Kūki ‘Āirani':
- Kia orāna kōtou kātoatoa tei mātuāpuru mai ‘i tēia rā ki raro ‘i te marumaru ō tēia ngutu ‘are. Kia ‘akameitaki ‘ia te Atua nō tēia tika ‘anga mānea tei riro ‘ei ‘ītiki ‘ia tātou ki te ngā ‘i ‘okota ‘i.
He uses devices typical of speech-making; for example, he asks a rhetorical question to stimulate a response in the minds of his audience and keep them involved in the ideas he is presenting:
- Te karanga nei te tumu tāpura ‘Taku Reo ‘Auraka Kia Ngaro' ‘ea ‘a te ‘āite ‘anga ‘o tēia?
When posing this question, Paul would alter his intonation.
TOP
Opportunities for developing intercultural communicative competence
Students could present on the theme of maintaining 'te reo Māori Kūki ‘Āirani' in New Zealand, using different text types and for specific audiences. For example, they could create a video presentation, song, or letter to the editor, or they could participate in a conversation or debate.
To create such texts, what 'te reo Māori Kūki ‘Āirani' language, conventions or protocols would students need to know and use?
Students could explore different ways of introducing and concluding a speech, for example, by using a chant, song, or biblical or traditional proverb.
Students could explore the use of possible stimulus material, for example, traditional instruments (ukulele, wooden drums, bongo, etc), crafts (fans, mats, baskets, etc), costumes (headgear, chest gear, dance skirts, footwear, etc) and other forms of props (walking stick, spear, etc).
What comparisons and connections can students make with English and their own languages and cultures?
Last updated March 27, 2013
TOP
