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Cook Islands Māori L7: Example 3

Example 3: Polyfest talkback

Tumu manako nō runga ‘i te ‘anga ‘anga tāmataora ā te au ‘āpi ‘i tuarua.

Mā ‘ine Ngā — Kia orāna kōtou ‘e te au tamariki ‘ē ‘akarongorongo mai nei ‘i tā tātou porokarāmu nō tēia rā. Te tumu manako ma ‘ata ‘ko te ‘anga ‘anga tāmataora ‘e rave ‘ia nei ki roto ‘i te au ‘Āpi ‘i Tuarua ‘i ‘Ākarana nei, koia ‘oki te 'Polyfest'. ‘Ea ‘a tō kōtou manako? ‘I tēia ‘ati ‘anga kā ‘akarongo tātou ‘i te manako ō Luke rāua ko Tracey.

Luke — Kia orāna e Māmā. Ko Luke tēia nō te ‘Āpi ‘i Tuarua Kōkiri mai. ‘E mataora ana au ‘i tā tātou peu.

Tracey — Kia orāna tātou ‘e ‘akarongo mai nei ‘i te rātio. Ko Tracey tōku ingoa. ‘E Luke ‘e kaimoumou taime. Kāre ‘e pu ‘apinga ‘e rauka mai.

Luke — A … nō tērā ‘ua rā e kāre koe ‘e kite ‘i te ‘ura.

Tracey — Tē pē ‘ea ra, rā tā ‘au ‘āpi ‘i ngutu ‘are, tē rave ‘ia ra?

Luke — Tē meitaki nei rāi. Tēia te pu ‘apinga tei rauka ‘iāku. Kua tāmou au ‘i te reo nā roto ‘i te tuātau ‘īmene.

Tracey — Luke, mē tē kite ra koe ‘i te meitaki aere ki mua. Pēnei e ma‘ata atu rāi tōku manako ki tāku ‘āpi ‘i … nā te tuātau ki mua ‘ē ‘āpi ‘i mai.

Māꞌine Ngā — Meitaki ‘e Luke kōrua ko Tracey, mānea tikāi tō kōrua au manako.

Context and text type

Two students, Luke and Tracey, discuss the entertainment and educational value of the Auckland Polyfest with their radio host, Māꞌine Ngā, on a radio talkback show. Luke is Cook Islands Māori and Tracey is a learner of the language.

Text type

Interview, semi-formal. Interactive.

Examples showing how the student is:

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

Tracey follows the example of the radio show host and extends her greeting to include the listeners:

  • Kia orāna tātou ē ‘akarongo mai nei ‘i te rātio.

Because the radio host clarifies the issue for Tracey and Luke, they are able to make relevant comments on the topic in their discussion with each other, as when Tracey comments:

  • ꞌE Luke ‘e kaimoumou taime. Kāre e pu ‘apinga ‘e rauka mai.

Tracey varies her use of structures when she disagrees with Luke:

  • Luke, mē tē kite ra koe ‘i te meitaki aere ki mūa. Pēnei e ma ‘ata atu rāi tōku manako ki tāku ‘āpi ‘i … nā te tuātau ki mua ‘ e ‘āpi ‘i mai.

This is spoken text, so Tracey’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.

Beginning to explore the views of others

In response to the host’s question, ‘Eaꞌa tō kōtou manako? Tracey and Luke explore each other’s views. For example, by asking a direct question, Tracey challenges Luke to declare his views:

  • Tē pē ‘ea ra rā tā ‘au āpi ‘i ngutu ‘are, tē rave ‘ia ra?

Tracey offers her own thoughts in response to a statement from Luke:

  • Luke, mē tē kite ra koe ‘i te meitaki ‘aere ki mua. Pēnei e mā ‘ata atu rāi tōku manako ki tāku ‘āpiꞌi … nā te tuātau ki mua ‘ē ‘āpi ‘i mai.

Beginning to develop and share personal perspectives

Tracey shares her personal views not just with Luke but also the radio listeners:

  • ‘E Luke e kaimoumou taime.

She continues to share her views in response to Luke’s comments:

  • Luke, mē tē kite ra koe ‘i te meitaki aere ki mua. Pēnei e mā ‘ata atu rāi tōku manako ki tāku ‘āpi ‘i … nā te tuātau ki mua ‘ē ‘āpi ‘i mai.

Beginning to justify own ideas and opinions

Tracey reflects on her own actions:

  • Pēnei e mā ‘ata atu rāi tōku manako ki tāku ‘āpi ‘i … nā te tuātau ki mua ‘ē ‘āpi ‘i mai.

Beginning to support or challenge the ideas and opinions of others

On one level, Tracey supports Luke’s idea by challenging him to carry out the action:

  • Luke, mē tē kite ra koe ‘i te meitaki aere ki mua.

But on another level, Tracey seems unconvinced that Luke means what he says because he is not already doing it. This is the reason behind her challenge.

Although directly talking to Luke, Tracey challenges the opinions of others:

  • ‘E Luke ‘e kaimoumou taime. Kāre ‘e pu ‘apinga ‘ē rauka mai.

Tracey’s question implies a challenge:

  • Tē ‘pē ‘ea ra rā tā ‘au ‘āpi ‘i ngutu ‘are, te rave ‘ia ra?

Luke and Tracey challenge each other when they express divergent views. The radio host acknowledges this when she says:

  • Meitaki ‘ē Luke kōrua ko Tracey, mānea tikāi tō kōrua au manako.

Beginning to engage in sustained interactions and produce extended texts

By challenging each other’s views, Luke and Tracey invite a response, thereby sustaining the interaction. The radio host acknowledges this when she says:

  • Meitaki ‘ē Luke kōrua ko Tracey, mānea tikāi tō kōrua au manako.

Luke provokes Tracey by saying:

  •  A … nō tērā ‘ua rā kāre koe ‘e kite ‘i te ‘ura.

Tracey responds with a question that sustains the interaction:

  •  Tē pē ‘ea ra rā tā ‘au ‘āpi ‘i ngutu ‘are, te rave ‘ia ra?

In challenging Luke, Tracey expresses a condition:

  • Luke, mēꞌ tē kite ra koe ‘i te meitaki aere ki mua.

Interpreting ways in which the target language is organised in different texts and for different purposes

The callers and talkback host (Māꞌine Ngā) observe greeting protocol at the start of their conversation: Kia orāna.

When the radio host invites them to speak, Tracey and Luke greet her as well as the listeners, and then introduce themselves. For example:

  •  Kia orāna tātou ‘e ‘akarongo mai nei ‘i te rātio. Ko Tracey tōku ingoa.

In Cook Islands Māori culture, participants need to greet others and introduce themselves before they can offer an opinion.

Tracey uses the first person plural inclusive pronoun tātou in her greeting. In this way, she acknowledges and shows respect to everyone, including the listeners:

  • Kia orāna tātou …

Luke uses a hesitation marker to indicate he is taking time to reflect before responding to Tracey’s question:

  • A … no tērā ‘ua rā kāre koe ‘e kite ‘i te ‘ura.

Such pausing is typical of conversational exchanges, including in a talkback show, where you often have to respond on the spot.

Luke uses a term of respect to address the radio host:

  • Kia orāna e Māmā.

Formulaic expressions are used to greet others and begin the show:

  • Kia orāna kōtou ‘e te au tamariki ‘ē ‘akarongorongo mai nei ꞌi tā tātou porokarāmu nō tēia rā.

Formulaic expressions are also used to conclude the show:

  • Meitaki ‘e Luke kōrua ko Tracey, mānea tikāi tō kōrua au manako.

Opportunities for developing intercultural communicative competence

Organise the nearest Cook Islands Māori radio station to host a talkback show on a specified topic for your students to participate in.

What topic would your students choose?

What language and cultural knowledge would they need to demonstrate to communicate their views effectively?

What level of language would they use?

What resources would they need? For example, they could research the topic prior to the talkback session by interviewing a speaker of the language who has knowledge of the topic, getting information from newspaper articles, television news, statistics, etc.

Students could compare talkback shows in other languages and cultures.

Students could explore whether Polyfest (or other cultural festival) should be an annual or biennial event. They could then present and justify their views in a range of text types (oral, written, visual).

Last updated January 16, 2013



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