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Cook Islands Māori context elaborations

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Cook Islands Māori L6: Context elaborations

Students are expected to communicate information, ideas, and opinions, and express and respond to personal ideas and opinions in areas of most immediate relevance. The content and language of the communication is targeted beyond the immediate context to include the expression of opinions. Students are expected to understand and produce a variety of text types.

Example 1: Return from Rarotonga

Josh — Tino! Nō nana‘i mātou ‘i ‘oki mai ei nō Rarotonga mai.

Tino — ‘Ea ‘a ē koe? ‘I no ‘o kōtou kī ‘ea?

Josh — Ki kō ‘i te Rarotongan Hotel. ‘E mānea tikāi tērā ngā‘i. Tēi ‘ea tō kōtou ‘are?

Tino — Kāre ‘e mamao ana nō kona mai ‘i tō kōtou ōtera. Tei Betela, ‘i ūta ‘i te arametua. ‘E a ‘a atu ei tēta ‘i au ‘anga ‘anga tā kōtou ‘i rave?

Josh — Ooou … ‘e ‘aere ‘ua āna mātou pā ‘ī tai. Vaitata rāi ē, ‘i te au rā kātoatoa. Nō te vera ātu ‘oki, ‘e pā ‘ī tai ‘ua rāi te ‘anga ‘anga.

Tino — Manūia kōtou, ‘eia ‘a ‘oki i konei, kāre tākiri au ‘i taka ‘i ake ki roto ‘i te tai. Nō te anu ‘oki.

Josh — Aaaai … ‘e ‘aere ana rāi mātou ki kō ‘i te mākete. ‘Apinga tikāi te au kai tūkēkē. Reka tikāi tōku ngā metua ‘i te poke.

Tino — E ngā ‘i reka rāi nāku te ‘aere ki te mākete. Nō reira e Josh, ‘e a ‘a ‘i reira tō ‘ou manako i tō mātou ‘enua?

Josh — ‘Apinga tikāi ‘i te mānea. Te mānakonako nei mātou e kā ‘oki ‘akaou mātou ‘a tēia mata ‘iti ki mua.

Tino — ‘Inā ‘i reira. Pēnei ka āru atu au ‘ia kōtou. Nāku ‘i reira ‘e ‘apai ‘ia kōtou ki te ngāi kāre kōtou ‘i ‘aere ana.

Context and text type

Josh, a learner of Cook Islands Māori in New Zealand, has just returned from a holiday in the Cook Islands. He is talking to his cousin Tino who has recently moved with his family from Rarotonga to New Zealand. Josh is keen to show off his improved language skills.

Text type

Conversational exchange, informal. Interactive.

Examples showing how the student is:

Communicating information, ideas, and opinions beyond the immediate context

Josh initiates the conversation because he has something to communicate:

  • Tino! Nō nana ‘i mātou ‘i ‘oki mai ei nō Rarotonga mai.

Josh gives some information about his holiday:

  •  Ki kō ‘i te Rarotongan Hotel. ‘E mānea tikāi tēra ngā‘i.

He asks questions to gain information; for example:

  •  Tei ‘ea tō kōtou ‘are?

He gives an opinion about an aspect of his stay in Rarotonga:

  • ꞌApinga tikāi ‘i te mānea.

He responds to questions. For example, when Tino asks his opinion:

  • Nō reira e Josh, ea ‘a i reira tō ‘ou manako ‘i tō mātou enua?

He is able to reply in extended text:

  • ꞌApinga tikāi ‘i te mānea. Te mānakonako nei mātou e kā ‘oki ‘aka ‘ou mātou ā tēia mata ‘iti ki mua.

Expressing and responding to personal ideas and opinions

Josh expresses his reasons for going swimming:

  • Nō te vera atu ‘oki.

This prompts Tino to respond with his reason for not going swimming:

  • Nō te anu ‘oki.

Josh refers to a particular Cook Islands dish knowing that, given their shared knowledge, he doesn’t have to explain what it is:

  • Reka tikāi tōku ngā metua ‘i te poke.

He uses the present continuous structure 'tē … na' to indicate that he and his family are thinking about returning to the Cook Islands:

  • Te mānakonako nei mātou e kā ‘oki ‘aka ‘ou mātou ‘a tēia mata ‘iti ki mua.

A different construction would be used to express a future intention.

Communicating appropriately in different situations

Josh uses informal starters in the conversation:

  • Ooou; Aaaa.

Although the conversation is informal in tone, Josh and Tino show 'tā ‘aka ‘aka' (respect) when they acknowledge what the other says, for example, when Josh says:

  •  ‘apinga tikāi te mānea.

Josh uses the plural pronoun mātou to show that, when he says he has just come back from a holiday in the Cook Islands, he means himself and his family:

  • Tino! Nō nana ‘i mātou ‘i ‘oki mai ei nō Rarotonga mai.

Similarly, Tino’s use of the plural pronoun kōtou is inclusive not only of Josh but also his family:

  •  Pēnei ka āru atu au ‘ia kōtou.

Josh recalls particular activities from his holiday:

  • Aaaai … e ‘aere ana rāi mātou ki kō ‘i te mākete. ‘Apinga tikāi te au kai tukēkē. Reka tikāi tōku ngā metua ‘i te poke.

By recalling these events he makes connections between himself and Tino, and constructs shared knowledge. Tino acknowledges this in his reply:

  • E ngā‘i reka rāi nāku te ‘aere ki te mākete.

Understanding how language is organised for different purposes

Josh varies his use of tenses; for example, he uses the 'kā' particle to indicate possible future actions:

  • Te mānakonako nei mātou e kā ‘oki ‘aka ‘ou mātou ‘ā tēia mata ‘iti ki mua.

He uses the 'e … ana' structure to indicate a repeated action in the past. He and his family went to the market more than once:

  • Aaaai … ‘e ‘aere ana rāi mātou ki kō ‘i te mākete.

He went swimming many times:

  • ‘e ‘aere ‘ua ana mātou pā‘ī tai.

At one point he uses a negative structure to respond to a question:

  • Kāre e mamao ana nō kona mai ‘i tō, kōtou ‘ōtera.

The conversation includes formulaic expressions of the kind that are typically used in this genre:

  • ‘Ea ‘a e koe? (which is equivalent to 'Really?').

Josh shows his understanding of the two categories of possessives in Cook Islands Māori, the 'a' and the 'o' categories, when he uses 'tōku' appropriately in this sentence:

  • Reka tikāi tōku ngā metua ‘i te poke.

Opportunities for developing intercultural communicative competence

Explore students’ understandings and personal experiences of going on holiday. What does the concept 'holiday' mean to them? What special holidays do the Cook Islands and New Zealand celebrate during the year? How are they celebrated? What meanings and values do these holidays have? How could these understandings help students communicate more effectively in Cook Islands Māori?

How might students explain to Cook Islands visitors the kinds of things they could do and experience during their New Zealand holiday. What kinds of language would they use? Would it be formal or informal? What formulaic expressions would be appropriate? What aspects of New Zealand life would they choose to talk about? What links would they be able to make to Cook Islands life and culture?

Last updated March 27, 2013



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