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dc.contributor.advisorGlynn, Teden_NZ
dc.contributor.authorKururangi, Aorere Helen Maryen_NZ
dc.date.accessioned2018-02-11T20:57:48Z
dc.date.available2018-02-11T20:57:48Z
dc.date.issued2008en_NZ
dc.identifierhttp://adt.waikato.ac.nz/uploads/adt-uow20080708.170741en_NZ
dc.identifier.citationKururangi, A. H. M. (2008). Tā Pikitia Hei Āwhina Kōrero Collaborative Drawing and Storying (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/11639en
dc.identifier.urihttps://hdl.handle.net/10289/11639
dc.description.abstractCreating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting. The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth, Berryman, 2006) This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper. Each student was pre tested and post tested using the Aromatawai Reo A Waha - Kia Tere Tonu (Berryman Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.en_NZ
dc.format.mimetypeapplication/pdf
dc.languageenen_NZ
dc.publisherThe University of Waikatoen_NZ
dc.rightshttp://www.waikato.ac.nz/copyright.shtmlen_NZ
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectcollaborative drawing and storyingen_NZ
dc.subjectlanguage acquisitionen_NZ
dc.subjecttransformative pedagogyen_NZ
dc.subjectoral languageen_NZ
dc.subjectresponsive approachen_NZ
dc.subjectself directed learningen_NZ
dc.subjectMaori languageen_NZ
dc.subjectbeginning learnersen_NZ
dc.subjectbilingualen_NZ
dc.subjectsecond languageen_NZ
dc.subjectminorityen_NZ
dc.subjectspontaneous languageen_NZ
dc.subjectfluencyen_NZ
dc.subjectinterdependenten_NZ
dc.subjectinterpersonalen_NZ
dc.subjectreciprocalen_NZ
dc.subjectresponsive social contextsen_NZ
dc.subjectkiangaen_NZ
dc.subjectsocioculturalen_NZ
dc.titleTā Pikitia Hei Āwhina Kōrero Collaborative Drawing and Storyingen_NZ
dc.typeThesisen_NZ
thesis.degree.disciplineSchool of Educationen_NZ
thesis.degree.grantorUniversity of Waikatoen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.nameMaster of Education (MEd)en_NZ
uow.date.accession2008-07-08en_NZ
pubs.place-of-publicationHamilton, New Zealand


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