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This course will support student teachers to extend their personal proficiency in te reo Maori through a communicative approach to language learning. Emphasis will be placed on student teachers learning how the use te reo Maori in their planning for teaching and in their everyday school practices as a teacher. It will also assist student teachers to understand and evaluate their role in the revitalisation process of te reo Maori. Tikanga Maori and tikanga a iwi will be incorporated in this course through place-based pedagogies and socio-cultural understandings of knowledge. The course will draw explicitly from the core competencies of Tataiako (Ministry of Education, 2011) which will be enhanced by including the value of kaitiakitanga.
On successful completion of this course, participants will be able to:1. Actively participate in activities, adhere to and apply tikanga at noho marae and beyond2. Evaluate the impact of the loss of te reo Māori/ reo ā iwi and the students role in its revitalisation through various conceptual frameworks (e.g., Whare tapa whā)3. Demonstrate progression of personal proficiency in te reo Māori and reflect on second language acquisition pedagogies using your own learning and second language acquisition theories in your analysis4. Reflect and critique the praxis and implementation of Tātaiako including kaitiakitanga across the learning outcomes
TEPI316
Students must attend one activity from each section.
Jody Hohaia
Jody Hohaia and Awhi Clarke
Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be determined at an examiners meeting and reported using the UC common grading system.Attendance and Engagement Requirements (Campus students)Full attendance and participation in campus intensive programmes, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme. Students are required to attend all scheduled course workshops and lectures. Students are also required to actively engage with course content including readings, online modules and related activities, and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course.Students are expected to notify lecturers in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate. Alternative tasks that demonstrate engagement with course content missed due to absences must be completed to a satisfactory standard if provided. Attendance issues and/or lack of engagement with course content and activities may impact your ability to pass the course and/or complete the 'Teaching Professional Practice' associated with this course.
Our code our standards : code of professional responsibility and standards for the teaching profession = Ngā tikanga matatika ngā paerewa : ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga ; Education Council, New Zealand, Matatu Aotearoa, 2017.
Hill, Mary , Thrupp, Martin; The professional practice of teaching in New Zealand ; 6th edition; Cengage, 2019.
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ; Pearson Education New Zealand.
Morrison, Scotty; Māori made easy : for everyday learners of the Māori language ; Raupo, 2015.
New Zealand; Ka hikitia : kokiri kia angitu, 2013-2017 ; Te Tahuhu o te Matauranga, 2013.
New Zealand; Tapasā : cultural competencies framework for teachers of Pacific learners ; Ministry of Education = Te Tahuhu o te Matauranga, 2018.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
New Zealand. , New Zealand Teachers Council; Tātaiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
PLEASE NOTE: Required texts are available On-Line Recommended course reading and readings for assignments:Barlow, C. (1994). Tikanga whakaaro: Key concepts in Māori culture. Auckland, New Zealand: Oxford University Press.Durie, M. (1998). Whaiora Māori health ( 2nd ed). Auckland, New Zealand: Oxford University Press.Fishman, J. A. (1991). Reversing language shift: theoretical and empirical foundations of assistance to threatened languages (Vol. 76;76.;). Philadelphia;Clevedon;: Multilingual Matters. Henderson, L. (2013). Māori potential : barriers to creating culturally-responsive learning environments in Aotearoa / New Zealand : te timatanga o Te Ara - kei whea te ara? Kairaranga, 14(2), 10-16.Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating Culturally-Safe Schools for Māori Students. Australian Journal of Indigenous Education, 36, 65-76. https://doi.org/10.1017/S1326011100004439 Mead, H. M., Grove, N. (2001). Ngā pēpeha o ngā tīpuna. Wellington; Victoria University Press.Milne, B. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. Waikato Journal of Education, 18(2). https://doi.org/10.15663/wje.v18i2.177Ministry of Education (2006). Instructed second language acquisition: Case studies: Wellington.O'Regan, H. (2016). Te timataka mai o te waiatataka o te reo. [Doctoral thesis, University of Auckland] O'Regan, H. (2001). Ko Tahu, ko au: Kāi Tahu tribal identity. Christchurch, N.Z: Horomaka Publishing.Tau, T. M. (2003). Ngā pikitūroa o Ngāi Tahu: The oral traditions of Ngāi Tahu. Dunedin, N.Z: University of Otago Press.Tikao, T. T., & Beattie, H. (2004). Tikao talks: traditions and tales (3 ed.). Christchurch, New Zealand: Cadsonbury.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Domestic fee $1,023.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .