Volume 5, Issue 2 (2004)

Permanent URI for this collectionhttps://hdl.handle.net/10289/17958

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He Puna Kōrero: Journal of Māori and Pacific Development (Vol. 5, Issue 2)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2004-09)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 5, Issue 2.
Between rhetoric- and reality: A retrospective look at national development policy and planning in Solomon Islands in the 1980s and 90s
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2004-09) Rohorua, Frederick Isom
When Solomon Islands gained political independence from Great Britain in 1978, the majority of Solomon Islanders believed that this provided an opportunity to work towards the creation of a prosperous society. They also believed that central government and national leaders could, and should, take primary responsibility for social and economic development. At the same time, it was clear to the new government from the beginning that participation of indigenous Solomon Islanders in the private sector was critical for social and economic development. This paper examines the process of national development policy and planning in the 1980s and 90s in the Solomon Islands, showing how the initial optimism, fuelled by political rhetoric, became tempered over time as awareness of the realities of the Solomon Islands context increased and as this awareness began to be reflected in more realistic planning and planning forecasts.
Activating whānau (extended family) processes within a community and school literacy partnership
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2004-09) Glynn, Ted; Berryman, Mere; Grace, Hiro; Glynn, Vin
"The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group). Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."
Analysis of errors in the writing of first year university students of Māori
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2004-09) Earnshaw, Lorene; Fleming, Stewart; Weatherall, Victoria; Knott, Alistair
This paper presents a survey of the range of grammatical and lexical errors made in written Māori by University students taking an introductory course in Māori language. We begin by introducing, and discussing the motivation for, an error classification system which accommodates different classes of error. We then provide an analysis of errors in three different types of student writing: homework assignments, impromptu tests and examination transcripts. We conclude with some remarks about the patterns of error which we found.
Does direct grammar instruction improve students’ performance on grammar-based tests of English as a foreign language?
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2004-09) Wu, Hsiao-li
This paper reports the results of an experiment designed to test the hypothesis that direct grammar instruction has a positive impact on the test performance of learners of English as a foreign language. At first sight, the results appear to indicate that direct grammar instruction had a negligible effect overall on test performance. However, a more detailed examination of the results suggests that there was a marked positive effect in the case of some students. Furthermore, the test itself proved useful as a diagnostic tool and as a measure of student progress. Perhaps most significant is the fact that a comparison of the results of a pilot study and the experimental study itself raises issues about the significance, or otherwise, of research on teaching and learning second and foreign languages that is based on single experiments. Teachers of languages (international, community and indigenous) need to be sure that experimentally-based research is both robust and of direct relevance to the particular contexts in which they work. This is of real importance for many Pacific and Pacific-rim countries where the teaching and learning of English can have implications for economic success, and the teaching and learning of indigenous languages can have implications for the very survival of these languages.

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