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Learning styles and strategies in the Maori language classroom
Helping teachers to understand their students better as a means of achieving successful teaching and learning outcomes is an integral part of teacher education and professional development...
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Complex issues around te reo Maori in secondary education
Some very brief news articles and quotes highlighting important and complex issues about compulsory Maori language in the secondary school system. Focus on building te reo “Language is a continuum, it...
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He reo taikaha, he reo taiwhanga
At this present time, there seems to be widespread pessimism affecting many initiatives relating to te reo Māori. In the media, for example, an encroaching cloud of political intervention is looking to...
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Wai2336. Matua Rautia: The report on the Kohanga Reo claim (Pre-publication).
Wai2336. Waitangi Tribunal Report Released on the Kōhanga Reo Claim: A pre-publication version of Matua Rautia, 2012. The following extracts from the report is a summarisation of its recommendations to...
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Supporting Te Kohanga Reo Trust
The relationship between the Crown and te Kōhanga Reo national trust and kōhanga reo has deteriorated over the 2000 to 2011 period as a result of mismatch between government policy design with the...
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Treaty of Waitangi and Wai 11: Te reo Māori claim, 1985-1987
Ka ngaro te reo, ka ngaro taua, pera i te ngaro o te Moa. If the language be lost, man will be lost, as dead as the moa. In the Second Article of the translation of the Māori text of the Treaty of...
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Developing a New Māori Language Strategy? Tēnei te haere whakamua kāhore rānei?
“In December 2013, the Minister of Māori Affairs, Hon Dr Pita Sharples, released details of a proposed new Māori Language Strategy for consultation with Māori language stakeholders. View the December...
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Heritage Documents DoI 1835 & TToW
In 2015, He Whakaputanga o te Rangatiratanga o Nu Tireni (the Declaration of Independence of the United Tribes of New Zealand 1835) was registered as a heritage document with UNESCO’s Memory of the...
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