Volume 09, Issue 2 (2008)

Permanent URI for this collectionhttps://hdl.handle.net/10289/18074

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He Puna Kōrero: Journal of Māori and Pacific Development (Vol. 9, Issue 2)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2008-09)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 9, Issue 2.
The Pene Haare manuscript and issues associated with the translation of historical texts written in indigenous languages
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2008-09) Tipene, Jillian; Crombie, Winifred; Roa, Tom
With particular reference to a request to translate into English a manuscript dated 1923 and written by the Māori author Ngakuru Pene Haare, we identify here a range of issues and problems associated with the translation of historical texts written in indigenous languages, suggesting ways in which they might be addressed. Among the problems identified in this case are the paucity of information that is publicly available about the author, the context in which he lived and worked and the events about which he wrote, the absence, or sporadic use in the manuscript of a range of conventions associated with contemporary writing, the occurrence of archaic and/or esoteric words and expressions, and the presence of symbolism that is deeply culturally-embedded. The primary conclusion is that the translation of manuscripts such as this must be ethically-grounded and fully research-embedded. It must therefore involve the mentorship of knowledgeable elders, be guided by procedures that are appropriate in terms of the culture out of which the source text emerged, accompanied by meticulous and wide-ranging research, and take full account of the wishes of the author of the manuscript where these have been stated, or can be inferred.
Māori students and issues of hybrid identity: The response of one inner-city state school
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2008-09) Johnson, Diane
As a result of a more liberal national migration policy than was the case in the past, school communities in Aotearoa /New Zealand are increasingly multi-cultural, with both students and teachers coming from a wide range of linguistic and cultural backgrounds. In these global village environments, managers and governors strive (with varying degrees of success) to acknowledge, value and accommodate the heritage of new-migrant groups and to address the particular educational needs, interests and aspirations of the individuals within them. While it is extremely important to be inclusive of those students who are newly-arrived in the country, another imperative is, of course to protect and enhance, within an increasingly global educational perspective, the special status of indigenous Māori students, particularly those in mainstream education, as they explore and shape the hybrid identity (part indigenous / part global citizen) that will undoubtedly characterize their lives in the 21st century. The purpose of this paper is to discuss some identity-building strategies which one central-city, state, single-sex secondary school has initiated to support its indigenous students. While the strategies discussed must be considered as part of an ongoing, evolutionary process, indications are that the approach adopted is having a significant impact on the personal, social and academic development of Māori students.
Communicative language teaching and outcomes-based objectives setting: A questionnaire-based survey of a sample of tertiary teachers of English in Taiwan
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2008-09) Her, Jia-Huey
The aim of the research reported here was to determine, using a questionnaire-based survey, the extent to which a sample of teachers of English at tertiary level (college and university) in Taiwan appear to have been affected by two of what might be described as emerging ‘orthodoxies’ of English language teaching – the use of approaches associated with communicative language teaching and ‘can do’ outcomesbased objectives setting. The findings indicate that, so far at least as the survey respondents are concerned, these approaches are much less pervasive than is sometimes supposed. This suggests that teachers of English in Taiwan may be less likely to provide a receptive audience for dominant Western discourse on language teaching and learning than is sometimes supposed.

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