Māori and English textbooks designed for language learners at intermediate level: A comparison in terms of the occurrence and use of insights gained from research on discourse analysis

Abstract

Over the past two decades, research in the area of discourse analysis has expanded rapidly and has yielded insights that could usefully inform the teaching and learning of languages. In this paper, we report on the results of a comparative study of a number of commercially available textbooks designed for learners of English and learners of te reo Māori at intermediate level in terms of the extent to which they can be shown to have been influenced by specific aspects of discourse analysis research. In the textbooks designed for learners of English, there is some evidence that the writers are aware of, and have been influenced by some aspects of discourse analysis research, particularly in the teaching of writing skills. In the textbooks designed for learners of te reo Māori, however, there is almost no sign of influence of research of this type. In view of the importance of the teaching and learning of te reo Māori in relation to the maintenance of the language, and in view of the fact that many young people in New Zealand now learn a range of academic subjects through the medium of te reo Māori, this raises issues that we believe need to be addressed.