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He Puna Kōrero (Vol. 4, Issue 2)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2003-09)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 4, Issue 2.
Ka Mahuta, Ngāti Hauā and the importance of translation theory
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2003-09) Roa, Raukura
In this paper, I provide an English translation of one Māori waiata - Ka Mahuta – a waiata of Ngāti Hauā, along with a discussion of the relevance of translation theory and of culturally appropriate translation processes that fully involve those whose guidance, support, knowledge and understanding are of critical importance.
Introducing the Draft Learning Progression Framework for Maori in the New Zealand Curriculum
(University of Waikato, 2003) Crombie, Winifred; Whaanga, Hēmi
This paper introduces the draft Learning Progression Framework for Māori in mainstream schools which we prepared in the first half of 2003 for the New Zealand Ministry of Education. Readers are invited to contact the authors if they wish to make any suggestions in relation to the final content of the document.
Putting the draft learning progression framework - Maori in the New Zealand Curriculum - to work: An Illustration
(School of Maori and Pacific Development, 2003) Johnson, Diane
How language curricula are implemented in the classroom is of critical importance. Here, we take one achievement objective from the draft Learning Progression Framework for Māori in mainstream classes and demonstrate one way in which it can be realised as a core integrated skills lesson, that is, as a lesson that introduces new language (core lesson) through all four skills - reading, writing, listening and speaking (an integrated skills lesson). The lesson is preceded by a discussion of the type of planning that accompanies the implementation of language curricula.
Genre and authentic written discourse in Maori and their relevance to the education of students in upper secondary and tertiary Maori-medium educational settings
(School of Maori and Pacific Development, 2003) Houia-Roberts, Ngaere
I report here on part of a research project whose primary aim was to investigate a range of authentic Māori texts in terms of the search for commonly occurring organisational and cognitive patterns, and to consider the pedagogic implications of this investigation in terms of the teaching of writing skills in Māori-medium educational settings. An examination of a range of text segments written by educated and highly proficient users of Māori suggests that, in terms of textual relationships, there are characteristic patterns of organisation that characterise the three genres that appear to be most commonly required of student writers in Māori-medium upper secondary and tertiary educational contexts, that is, the genres of arguing, explaining and describing. Another part of the project – an examination of whole texts in terms of overall, structuring – is reported in the next issue of this journal.