Volume 10, Issue 2 (2009)

Permanent URI for this collectionhttps://hdl.handle.net/10289/18076

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He Puna Kōrero: Journal of Māori and Pacific Development (Vol. 10, Issue 2)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 10, Issue 2.
Growth out of loss: The urban discourses of literatures of the Native American and Māori literary renaissance
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09) Waterman, Jason
The seeds of the Native American and Māori Renaissance eras germinated amid sweeping changes in the years immediately following World War II, a time when urbanization and the consequent separation of indigenous peoples from community networks represented a major threat to culturally embedded certainties and destabilized romanticized notions of the past. This article explores parallels between the ways in which Native American and Māori literatures reflect the impact of urbanization at the height of this era and the contribution the authors make to the positive cultural growth that defines their respective renaissance periods.
Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09) Takurua, Nātana; Whaanga, Hēmi
Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.
Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09) Diane, Johnson; Sophie, Nock
In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.
Texts written in English and Chinese by expert writers: A genre-based comparative study from the Pacific Rim
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09) Wu, Huang
On the basis of the analysis of the structure of text segments occurring in a range of journals, Bruce (2003) proposes four prototypes for the overall rhetorical structure and internal discourse structure of academic texts in English that focus on explanation, argument, recount and classification. This paper reports on a study involving 20 texts written in Chinese by native speakers of Chinese resident in Taiwan who were judged to be highly competent writers of Chinese. Five of these texts focused on explanation; five on argument, five on recount and five on classification. Analysis of these texts in terms of overall rhetorical structuring and internal discourse structuring suggests that texts written in Chinese by competent writers of Chinese may be closer to texts written in English by competent writers of English than is sometimes supposed, something that may have significant implications for the teaching of writing in English to native speakers of Chinese. However, the participants in this study were residents of Taiwan, a country that has had long-term academic and trading links with the USA and one in which most residents have some competence in English. It may be that a similar study involving native speakers of Chinese from other areas would yield different results.
College learner's English learning beliefs in Taiwan EFL context
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09) Wang, Weipei; Chee, Su
Wenzao Ursuline College of Languages (Wenzao) in Kaohsiung, Taiwan has run the 36-credit General English courses for seven years. Although it has collected information about the students' language proficiency, it has not, until now, collected information about students' beliefs about language learning. This paper reports on a survey of the beliefs about English language learning (ELL) of a group of tertiary level students learning English as a Foreign Language (EFL) at Wenzao. The survey instrument, the Beliefs About Language Learning Inventory (BALLI) developed by Horwitz (1987), was designed to collect information about students' beliefs in the following areas: language learning aptitude, difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation and expectations. Data were collected from the 38 freshmen attending one of one of Wenzao's 36-credit English program classes. The data were analyzed using Statistical Package for the Social Sciences (SPSS), a t-test being performed in the analysis of the learners' responses. The findings reveal that survey participants overall have a strong instrumental motivation for learning English and that most of them believe that they will ultimately succeed in speaking it very well. Even so, many of them appeared to have unrealistic expectations, with as many as 37% reporting believing (or strongly believing) that it is possible to become fluent in English in less than one year if you spend one hour a day learning the language. Among the most surprising findings were the fact that as many as 34% reported believing (or strongly believing) that learning English as a foreign language is mostly a matter of translation, and as few as 39% reporting believing (or strongly believing) that learning vocabulary is essential to learning English.
Vocabulary games as a memory enhancement device
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2009-09) Chen, Meihua
I report here on a study whose aim was to determine whether any long-term vocabulary gains were achieved as the result of participation in a game program involving three vocabulary games based loosely on Poker (Pick Red), Chinese Blind Chess and Gobang. Forty six students from a language college in Taiwan participated in a twenty hour game program involving the creation of English compound words from single English words appearing on game cards and game pieces. A vocabulary test relating to these compounds was administered at the beginning of the program (the pretest), on two occasions during the program, on completion of the program and 45 days after completion of the program (the delayed test). Although the results indicated some vocabulary losses between the end of the program and the delayed test, comparison of pretest and delayed test results indicated significant vocabulary gains.

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