A National Inter University Māori Academy for · In order to produce spontaneous speech in a targetIn order to produce spontaneous speech in a target language the learner must first

A National Inter‐University Māori Academy forAcademic and Professional Advancement

• 2 Broad approaches to language learning/teaching

• Accelerative Intergrative Method (AIM)

• Kia Whita (Materials Development, Appied Linguistics)

• Principles and examples• Gesture• Rhythm ® Rhyme ® Repetition ®Rhythm   Rhyme   Repetition 

• Whakataetae• Watch the gestures, think about ®®®. You’ll need them at the end.

In your experience, what are some of the challenges to learning (a) reo?

•Time•Whakamā•Grammar•Grammar •Listening is ok but speaking•If I have time to write…but speakingf p g•Etc.

•Think about other approaches to teaching reo you are•Think about other approaches to teaching reo you are familiar with. How are they similar/different?

•Which gestures stand out for you?  Why?

He Kōrero Pounamu

HEAR SEE FEEL

Kia rere te reo i te mata o AreroKei riro kē mā te mata o PeneKei riro kē mā te mata o PeneThe language should flow from the tip of the tongue

Not the tip of the pen

– implicit & explicit knowledge( ) ( )(spontaneous) (consciously held) 

meaning focused–meaning focused Meaningful language that is used for real communication.

✓✓

•Many ways•Contrived,

APPROACHES•One layer at a time•One layer at a time 

•bland? •deductive explicitdeductive, explicit

Something from each layer g y•consumable, palatable•Inductive, implicit •meaningful whole ‐ context 

• Immersion pedagogy – Storied Approach

• 90%+ student oral choral• 90%+ student, oral choral, 

• Pared down language (PDL) ‐ high frequency & functionality

• Gesture – PDL, Story & Song, Mini Contexts

• Whole to part – inductive approach to learning grammarWhole to part inductive approach to learning grammar (discovery)

• Rhythm Rhyme RepetitionRhythm, Rhyme, Repetition(RRR)

Rapidly BuildsCritical level of fluencyCritical level of fluency

http://www.aimlanguagelearning.com/

• High gesture culture

• Story/Pūrākau• Story/Pūrākau

• Gestured performance

• Rhythm & Repetition

PDL•Pared Down GesturesMPDL

• Determining the MāoriPared Down Language

Māori Gestures• Finding and/or 

Appropriate for Mā i C t tLanguage.

•High Frequency –functionality – verb 

centred

One concept, one gesture, iconic

Pared Down Language (MPDL) on which to base the gestural 

system.

creating appropriate gestures needed to express the MPDL 

Māori ContextCulturally

Linguistically

Māori narrative

Pedagogically

PlayLMA  Māori PlayMLMA

“contain philosophical thought, epistemological

constructs, cultural Repetition, rhythm, 

rhyme

Succinct

Language manipulation activities

• Selecting an appropriate story to adapt as a play

• Developing appropriate Māori

language manipulation activities (MLMA) to 

h l

codes and worldviews that are fundamental to our identity as Māori”

accompany the play (Lee, 2009).

In order to produce spontaneous speech in a targetIn order to produce spontaneous speech in a target language the learner must first build an internal

representation of how the language works and then a mapping or processing ability (Allen 1995)

DRAMA:•meaning focused

GESTURE:•storage & retrieval – memory•meaning focused

•internalise & build mental representations

g y•kinaesthetic/muscle memory•organising thought •increasing comprehensibility•emotionally involved

•safe & fun

•increasing comprehensibility•enhancing the positive affect•variation across culture

o (OK sign)(Schnorr, Rubio, Schulz, Davila, & Briz‐Garcia, 2003)

(Kita, 2009; McNeil, 2000)

• Gesture, Repetition, Rhythm, Rhyme

• Taught vs caught ‐ tangata whenua vs manuhiri

• MultimodalMultimodal – Oral, aural, kinaesthetic, visual 

Mutu, Pau, MahuePango, Kī, WarewareN P i Ri āNgaro, Pai, Riro rāKo tēnei te whānau tūāhua auē

Kua ngaro ngā kīKua ngaro ngā aha?Ngā kīNgā kīKua ngaro ngā kī i a wai?Kua ngaro ngā kī i a kui

Auē, Tau kēTau kē Tūāhua x2 Tau kē x2Tau kē Tūāhua x2 Tau kē x2

Tēnā koutou e hoa māKo tēnei te pao hei timataKei te ako tātou ki te kōreroi te reo Māori i ā ā ki ngā wā katoa

Ko te Rāapa tēnei rāKo te Rāapa tēnei rā.Tau kē te reo, Karawhiua!Ahakoa te whakamāAhakoa te whakamāKa patua te taniwha

i te akomanga

PoutiniE noho! Kia tere!Kia tere! Kua makariri koe! 

h h kKua tahu au i te ahi, kiamahana koe Waitaiki.

Ā kuanei tāua ka wehe atu. Anei he kōhatu māu. 

Hoake tāua kiWhangamatā. 

• What are the gestures youWhat are the gestures you remember?

• Using gesture & ®®®... g g

ReferencesReferences